K-12中小學課程綱要的核心素養與各領域之連貫體系研究 總計畫期末報告
| 研究計畫及報告 | |
| 計畫類型 | 整合型計畫 |
| 計畫名稱 | K-12中小學課程綱要的核心素養與各領域之連貫體系研究 總計畫期末報告 |
| 英文題名 | A Research of Key Competencies of K-12 Curriculum Guideline and Continuity in Different Learning Areas |
| 整合型計畫名稱 | 「中小學課程發展之相關基礎性研究」區塊研究二整合型研究（二）：K-12中小學課程綱要的核心素養與各領域之連貫體系研究 |
| 共同主持人 | 蔡清田；陳延興 |
| 計畫主持人 | 蔡清田；陳延興 |
| 研究者 | 研究助理： 梁玲銀；葉雅卿 |
| 執行機構 | 國家教育研究院 |
| 執行單位 | 國立中正大學課程研究所 |
| 年度 | 99 |
| 語文 | 中文 |
| 關鍵詞 | 素養；核心素養；K-12課程綱要 |
| 關鍵詞(英) | competence；key competencies；K-12 curriculum guideline |
| 摘要 | |
| 英文摘要 | The framework of key competencies can be defined by goals of curriculum guidelines for compulsory education, in order to plan, design, implement, evaluate the curriculum content, and to confirm the attainment of learners. Key competencies of the goals of curriculum guidelines for compulsory education must link precisely with curriculum content of learning areas, general principles of curriculum desigh and implementation and learning evaluation. This research investigates how to transform key competencies of the goals of curriculum guidelines for compulsory education into concrete and specific purposes for each educational stage by illustrating the necessary knowledge, ability, and affective attitude for different educational stages. And thus, key competencies of the goals of curriculum guidelines for compulsory education of the next generation can be promoted to a higher level and to nurture the citizen of modern world in Taiwan by practicing the curriculum planning, design, implementation and evaluation of curriculum. In addition to intensify the curriculum continuity of horizontal linkage in various learning areas, it is also crucial to focus on how to extend Grade 1-9 curriculum guideline downward to kindergarten education and upward to post-secondary schooling (senior and vocational high school education). And thus, to cultivate key competencies for different educational stages in the compulsory schooling is very important, in order to develop concrete and abundant curriculum content in K-12 curriculum guideline for compulsory education for the next generation. |
| 授權狀態 | 已授權 |
章節標目
| 標題 | 頁數 | 全文 |
|---|---|---|
| 壹、研究背景與目的 | 1-6 |
|
| 一、研究背景 | 1-4 |
|
| 二、研究目的 | 4 |
|
| 三、名詞釋義 | 4-6 |
|
| 貳、蒐集資料及文獻分析 | 6-23 |
|
| 一、學理研究 | 6-12 |
|
| 二、國外相關研究 | 12-15 |
|
| 三、國內政策與本土性研究 | 15-23 |
|
| 參、研究方法與進度說明 | 23-33 |
|
| 肆、研究發現與討論分析 | 34-53 |
|
| 一、從國際接軌與落實本土研究成果論述國民核心素養之內涵與理據 | 34-40 |
|
| 二、K-12各教育階段核心素養的垂直銜接與重點特色 | 41-53 |
|
| 伍、結論與建議 | 53-58 |
|
| 一、結論 | 53-56 |
|
| 二、建議 | 56-58 |
|
| 陸、參考文獻 | 59-62 |
|
| 附錄 | 63-90 |
|
延伸閱讀
- K-12中小學課程綱要的核心素養與各領域之連貫體系研究子計畫二：幼兒教育階段課程總綱理念、課程設計原則內涵與實施要點之研究 期末報告
- K-12中小學課程綱要的核心素養與各領域之連貫體系研究子計畫三期末報告：初等教育階段課程總綱理念、核心素養、課程設計原則內涵與實施要點之研究
- K-12中小學課程綱要的核心素養與各領域之連貫體系研究子計畫四：前期中等教育階段課程總綱理念、核心素養、課程設計原則內涵與實施要點之研究（期末報告）
- K-12中小學課程綱要的核心素養與各領域之連貫體系研究子計畫五：後期中等教育階段課程總綱理念、核心素養、課程設計原則內涵與實施要點之研究（期末報告）
- 臺灣變遷趨勢對K-12課程的影響 期末研究報告