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研究生:張馨方
研究生(外文):Chang,Hsin-Fang
論文名稱:Drake課程統整思想之研究
指導教授:林永豐林永豐引用關係
指導教授(外文):Lin,Yung-Feng
口試委員:蔡清田,陳延興,林永豐
口試日期:2011-07-25
學位類別:碩士
校院名稱:國立中正大學
系所名稱:教育學研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2011
畢業學年度:100
語文別:中文
論文頁數:109
中文關鍵詞:統整課程
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本研究探討Drake課程統整理論,採文獻分析法與理論分析法,蒐集Drake相關著作、詳讀文獻並整理成文。研究之重要結果如下:
一、探討加拿大安大略省統整課程之發展及加拿大安大略省統整課程與Drake
課程統整理論之關係。Drake統整課程之理論基礎包括:建構主義、腦
相容學習理論、多元智力理論、學生中心的教育哲學觀、質化評量、後向設計。
二、探討Drake課程統整理論之定義、多學科課程統整模式、科際整合課程統整
模式、超學科課程統整模式,多學科模式、科際整合模式、超學科模式之關
係與差異以及探究標準本位統整課程設計。
三、綜合分析Drake課程統整理論,發現其特色如下:
1. 「重要理念」、「重要理解」可視為統整的工具。
2. 用故事方式進行學習:重視學生興趣與專長。
3. 問題本位之學習。
4. 從多學科、科際整合、邁向超學科的進一步統整。
5. 發展以課程目標、基本能力及能力指標(標準)為本的統整課程。
6. 建立教學、學習、評量的一致性觀念。
最後,本研究對Drake課程統整理論進行批評,進一步提出對國內十二年一貫課程統整設計與發展之啟示與對教師、學校、未來研究者提出具體之建議。

關鍵字:統整課程、課程統整理論、統整課程設計
This study focuses on exploring Susan M.Drake’s theory of curriculum integration.This study used literature-analysis method and theory- analysis method to collect Drake’s relevant books,read the literature and organize written.This study’s main findings are as follows:
1.this study explored Canada Ontario integrated curriculum’s development and the relationship between Canada Ontario integrated curriculum and Drake’s theory of curriculum integration.Drake’s integrated curriculum is based on these theory includes constructivism,brain-compatible learning theory,multiple intelligence theory,student-centered educational philosophy,qualitative assessment and backward design.
2. this study explored the definition of Drake’s curriculum integration theory,multidisciplinary curriculum model,interdisciplinary curriculum model,transdisciplinary curriculum model,the relationship and differences between multidisciplinary model,interdisciplinary modeland transdisciplinary model.Moreover,this study explored the design
of standards-based integrated curriculum.
3.A comprehensive analysis of Drake’s curriculum integration theory was found that the characteristics as follows:
(1)Big Ideas and Big Uderstandings can be seen as integration tools.
(2)Way of learning with the story:pay attention to student interests and
expertise.
(3)Problem-based learning.
(4)From a multidisciplinary,interdisciplinary,towards integration over
disciplines.
(5)Development of curriculum objectives,basic skills and capacity
indicators(standard)-based integrated curriculum.
(6)Establishment of aligning teaching ,learning and assessment.
Finally,this study pointed out criticism of Drake’s curriculum integration theory.It referred to the revelation of domestic Grade 1-12 Curriculum’s design and development.Moreover,It made concrete suggestions to the teachers,the shools and the future researches.

Keyword: integrated curriculum,curriculum integration theory,
integrated curriculum design


第一章、緒論
第一節、研究動機...............................................1
第二節、研究目的與研究問題.....................................4
第三節、研究方法與名詞釋義.....................................5
第四節、研究範圍與限制.........................................7
第二章、思想背景脈絡及理論基礎
第一節、加拿大安大略省統整課程之發展...........................9
第二節、Drake課程統整理論基礎.................................28
第三章、理論內涵
第一節、Drake及與其課程統整理論...............................35
第二節、多學科課程統整模式....................................38
第三節、科際整合課程統整模式..................................43
第四節、超學科課程統整模式....................................48
第五節、多學科模式、科際整合模式、超學科模式之關係與差異......53
第四章、標準本位統整課程設計
第一節、標準本位方法..........................................59
第二節、標準本位統整課程設計..................................62
第五章、綜合分析
第一節、「重要理念」、「重要理解」可視為統整的工具................81
第二節、用故事方式進行學習:重視學生興趣與專長................82
第三節、問題本位之學習........................................84
第四節、進一步統整:從多學科、科際整合、邁向超學科............86
第五節、發展以課程目標、基本能力及能力指標(標準)為本的統整課程.87
第六節、建立教學、學習、評量的一致性觀念......................88
第六章、結論、批判、啟示與建議
第一節、結論..................................................91
第二節、批判..................................................92
第三節、啟示..................................................95
第四節、建議..................................................97

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