• 沒有找到結果。

課程領導及發展:綜合人文學科的經驗Curriculum leadership & development: experience of the integrated humanities subject ,以新視窗打開

N/A
N/A
Protected

Academic year: 2021

Share "課程領導及發展:綜合人文學科的經驗Curriculum leadership & development: experience of the integrated humanities subject ,以新視窗打開"

Copied!
8
0
0

加載中.... (立即查看全文)

全文

(1)

 !"#$%&'()*+,-.

Curriculum leadership & development:

experience of the integrated humanities subject

 !"#$

 !"#$%#&



 !"#$%&'()*+,-./012$3456789:45;<=>?@A'&B8/C#  !"#$%&'()*+,-./0123456,7895):;<=>,?@=&A)BCD  !"#$%&'()*+,-"./01&'234%356789:;"<=#$&'>?@  !"#



 !"#$"%&

Abstract

This paper discusses two school-based leadership experiences in the development of junior Integrated Humanities(IH) curriculum. Different means have been adopted by school and panel leaders to facilitate the curriculum development, such as reinforcing teachers' collaboration, selecting appropriate entry points and soliciting professional support. Their positive experiences may inform other schools, which aspire to develop their school-based IH curricula and highlight the practical issues in which the curriculum leaders should deal with carefully.

Keywords

(2)

 !"#$%&'()*+,-.

 !

 !"#$%&'()*+,-. /012  !"#$%&'()*+ , -./0&  !"#$%&'()*+,-./0123  !"#$%&'()*+,-./0)1  !"# OMMV !"#$%&'(   ! !"#$% !"  !"#$% !"#$%&'&()*  !"#$%&'()*+(,-./ 0  !"#$%&'()  !"#$%&'()*+,-./  !"#$%&'()*+,-./0123  !"#$%&'()*+,-./0123  !"#$%&'()*$+,-./01  !"#$%&'()*+,%-./0(  !"#$%&'(")*+,-$.&/  !"#$%&'()*+,-./0123  !"#$%&'()*+,-./0123  !"  !"#$%&'()*+,-./0  !"#$%&'(OMMPSM !  !"#$%&'()*+(),'-./0  !"#$%&'()*+,-./#0  !"#$%&'(!")*+,-./%0  !"#$%&'()*+,-#$%./  !"#$%&'()*+,-.'(/01  !"#$%&'()*"+,-./012  !"#$%&'()#*+'(,-./0  !"#$%&'()*+,-./0#12  !"#$%&'()*+,-./&012  !"#$%&'()*+,-./012  !"#$%&'()*+,-./01  !"#$ %&'()*+,-./012 iÉÉ=C=aáããçÅâI=NVVV !"#$ !%&  !"#$%&'e~ääáåÖÉêjìêéÜóNVUT   !"# !"# !" a~óNVVP !"#$%&'()*$  !"#$%&'()*+,-./012  !"#ëìêîáî~ä ã~áåíÉå~åÅÉ îáëáçå ! !"#$%&'()  !"#$%&'()*+,-./01  !"#$%&'()* ! !"#   ! " # $ % & ' ( ) * + , - . / Åçåíáåìáíó !éêçÖêÉëëáçå ! !  !"#$%&'(!)*+,-.#$/0  ! ! !"#$%&'()*+  !"#$%&'()*+,-./()01  ! !"#$%&'()*+,- !"#$%&'()*+,-#$./01  !"#$iÉÉ=C=aáããçÅâI=NVVVI=éKQRT   !"#$%   !"#$%&'()*&+,   !"#$%&'()*+   !"#   !"  !"äÉ~ÇÉêëÜáé !"#$%  !"äÉ~ÇÉêë !"#$%&'  êÉÅáéêçÅ~ä !"#$%&'()*  !"#$%&'()*+,- !./0  !"#$%&'()*+,-./0012  !"#$%&'()!*+,-+.*+  !"#$$%&'()* ! i~ãÄÉêí=Éí=~äKI=NVVS !"#$%&'()  !"#$%&'#()*++,-*./  !"#$%&'()*+,-. !"  !"#$%&'( i~ãÄÉêí NVVS  !"#$%&'()*+,-./0123  !é~êíáÅáé~åíë !"#$%&'(

(3)

 !"#$ !" !"#$%&'  !"#$%&'()*+,-$./0&1  !"#$%&'()*+,-./0 1  !"#$%&'()*+,-./012  !"#$%Ç á ë í ê á Ä ì í É Ç = Å ì ê ê á Å ì ä ì ã äÉ~ÇÉêëÜáé e~êÖêÉ~îÉëOMMR !"  !"#$% &'()%*+,-  ! !"#$%&'()*+, ~ å ~ ê Å Ü ó  !"#~ ë ë É ê í á î É Ç á ë í ê á Ä ì í á ç å !"#É ã É ê Ö É å í ÇáëíêáÄìíáçå !"#ÖìáÇÉÇ=ÇáëíêáÄìíáçå  !"éêçÖêÉëëáîÉ=ÇÉäÉÖ~íáçå !"# íê~Çáíáçå~ä=ÇÉäÉÖ~íáçå ~ìíçÅê~Åó  !"#$%&'()*+,-./0123  !"#$%&'$()*+,-./01!  !  !"#$%&'()*+',-./  !"#$%&%'()*+,-./012  !"#$%&'()*+,-./01'  !"!#$%&'!$()*+,-.  !"#$%&'()*+,-./"$%0  !"#$%&'()*+,-.)*/01  !"#$%& !"OMMM !"  !"#$%&'(&)%&*&+,-./  !"#$%&'mfiq !"#$%  !"#$%&'()*+,-./0123  !"#$%&'()*+,-./012  !"#$%&

 !"#$%&'()*+,

 !"#$%&'()*+,-./012 NK  !"#$%&  !"#$%&'()*+,-./01  !"#$%&'()*+,-./0  !"#$%&'()*++,'-./  !"#$%&'()*+,- ./0  !"#$%&'()*+,-./01  !"#$%&'()*+,-./01  !"#$%&'()*+,-./  !"#$%&'()*)+,'-./  !"#$%&'()*+, !  !"#$%&'()*+,-.!/0  !"#$%&'!(%)*+,-.  ! !"#$%&'(!)*  !"#$%&'()*+,-./0.  !"#$%&'()'*+,-./0  !"#$%&'()*+,-./$0  !"#$%&'()*+,-./0" OK  !"#$%&'()*+  !"#$%&'()!*+%,-./  !"#$%&'()*+, -.&  !"#$%&'()*+,-./0$  !"#$%&'()*+,-./01  !"#$%&'()*+,-./0  !"#$%&'()*+,-./0  !"#$%&'()*+,-./01  !"#$%&'()*+,-./01  !"#$% !" !"#$  !"#$%&'()*+,-./01  !"#$%&'()*+,-./0  !"#$%&'()*+,-./0  !"#$%&'()*+,-."/

(4)

 !"#$%&'()*+,-.  !"#$%&'()*+,-./01  !"#$%&'()*+,-./0%  !"#$%&'()*+,-./01  !"#$%&'()*+,-./01  !"#$% ! !"#$%  !"#$%& PK  !"#$%&'(  !"#$%&'()*+, -./0  !"#$%&'()*!+,-./0  !"#$%&'(')*+,-./0  !"# !" !"#$%&  !"#$%&'(()*+,-. /  !"#$%&'()*+,-./%0  !"#$%&'()*+,-./0!  !"#$%&'()*+,-./01  !"#$%&'()*+,-./01  !"#$%&'()*+,-.()  !"#$%&'()*+,-./01  !"#$%&'()*+,-./01  !"#$%&'()*+,-.'  !"#$%&'()*+,-./01  !"#$%&'()*+,-./  !"#$%&'()*)+,-./0  !"#$%&'()*+,-./  ! !"#$%&'( )*+,  !"#$%

 !"#$%&'()*+,



 !"#$%&'()*+,-./0123  !"#$%&'()*+(,-./012  !"#$%&'()*+,-./01 2  !"#$%&'()*+,-./0123  !"#$%&'()!*+, NK  !"#$%&'"()*  !"#$%&!'()*+$,-.  !"#$%&'()*+,-./0  !"#$%&'()*+,-./%&  !"#$ %&'()*+,= !  !"#$% &'()*"+,  !"#$ %= !" !"  !"#$%&'() *+,-./  !"#$ !"#$%&'(  !"#$%&'()*+,-./0  !"#$%&' ()*+,-./  !"#$%&'()*!+,*-.  !"#$%&'()*+,-./0  !"#$%&'()*+,-./0  !"#$%&'()*+,!-./0  !"#$%&'(  !"# !"#$!%&'  !"#$%&'()%*+,*-.  !"#$%&'()*+!,-./  !"#$%&'()*+,-./01  !"#$%&'()*+,-."/  !"#$%&'()*+,-./0  !"#$%&'()*+ ,-./  !"#$%&'()*+,-./ OK  !"#$%&'()*  !"#$%&'()*+,-./0  !"#$%&' !"# !  !"#$%&'()*+,-./01  !"#$%&'()*+,-.'/  !"#$%&'()*+,-./01  !"#$%&' !"#$  !"#$%&'()*+",-./  !"#$%&'()*+,  !"#$%&'()*+,-./

(5)

 ! !"#$%&'()*+  !"#$%&'()* +,- !"+,- !"#$%&'()*+,  !"#$%&'()*+,-./01  !"#$%&'()*+,-.(/0  !"#$%&'()*+ !  !"#$%&'()*+,-./01  !"#$%&'()#*)+,-.)  !"#$%&'()*$+, !  !"#$%&' !"#$%&'  !"#$%&'()*+,-./0*   !"#$%&'()*+,-./0

 !"#$%&'()

 !"#$%&'()*+,-./0123  !"#$%&' !()%*+,-!./  !"#$%&'()*+,-./012  !"#$%&'()*+,-./0123  !"#$%&'()*+,-./012  !"#$%&'()*+,-./01  !"#$%&'()*+,-./"0,  !"#$%&'$()*)+,-./0  !"#$%&'()*+,-./0'1  !"#$%&'(")*+,-./!0"  !"#$%&'()*+,-./012%  !"#$%&'()*+,-./012 NK  !  !"#$% &' N !  !"#$%&'()*+,-!.  !"#$%&'()*+,-.  !"#$%&'()*+,#-%  !"#$%&'()*+,-$%  !"#$ %"#&'()!*+  !"#$%&'()*+ ,-  !"# !" !  !"#$%&'()*+,-$.  !"#$%&' ()*+!"  !"#$%&'()*+,-./

(6)

 !"#$%&'()*+,-.  !"#$%&'()*+,-./  !"#$%&'()*+,-.  !"#$%&'()*+,-./  !"#$%&'()*+,-.  !"#$%&'()*+,-./  !"#$%&'()*+,-.#  !"#$%& O !  !"#$%&'()*+,-./  !"#$%&'()!*+,-'  !"#$%&'()*+,-.!  !"#$%&'( )*+,-.  !"#$!%&'()*+,-.  !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$%&'()"#!*+,  !"#  !"#$%&'()*+,- !"#$%&'( )*+,-.  !"#$%&'()*+,-.  !"#$%&'()*+,-./  !"#$%&'()*+,-.  !"#$% !"# !  !"#$%&'()*+,-.  !"#$%&'()*+,-./  !"#$%& '()*+,- !"#$%&'()*+,-.  !"#$%&'()*+,-.,  !"#$%&'&()*+,- !"#$%&'()*+,-./  !"  !"#$%&'()*+,- !"#$%&'()!*+%,  !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$%&'()*+,- !"#$%&'!()*&+,- !"#$%&"'()*+,"- !"#$%&'$()*%+*,  !"#$%&'()*"+,-.  !"#$%&'()*+,-./  !"#$%&'(!)*+,- !"#$%&'()*+,-./  !"#$%&'() *+ ,- !"#$%&'( OK  !  !"#$%&'()*+  !"#$%&'()*+,-./01  !"#$%&'()*+,-./0  !"#$%&'()*+,-./-0  !"#$%&'()*+#,-.//  !"#$%&'()*+#,-&./  !"#$%&'()*+,-./%0  !"#$%&'()*+, N !  !"#$%&'()*+,- !.  !"#$%&'!()*+,-./  !"#$%&'()*+,-./0  !"#$%&'()*+,-./0  !"#$%&'()*+,-)./  !"#$%&'()*+,-./0  !"#$%&'( !"#  !"#$%&'(%)*+,-!.  !"#$%&'()*+(,-./  !"#$%&'(  !"#$%&'()*+,

(7)

 !"#$%&'()*+,-./  !"#$%&'()*$(+,  !"#$%&'()*+,-.  !"#$%&'()*+,-.  !"#$%&'()*+,-./  !"#$%&'()*+,-)  !"#$%&'"()*+,-.  !"#$%&!'()*+,-.  !"#$%& O !"#$%&'  !"#$"%&"'()*+,- !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$%&'()*+,*-.  !"#$%&'()*+,-./  !"#$%&'( )*+,- !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"  !"#$%&'()*+#,  !"#$%&'()*+,-./  !"#$%&'()*+,-&  !"#$%&'()*+,-./  !"#$%&'()*%+,-.  !"#$%&'()*+,-./  !"#$%&'()*+,-.&  !"#$%&'()*+,(-.  !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$%&' !"  !"#$%&'()*+,-!.  !"#$%&'()*+,-./  !"#$%&'()*+,-.  !"#$%&'()*+,-.  !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$% ! !"#  !"#$%&'( P !"#$  !"#$%&'()*+,-.'  !"#$%&'()*+,-./  !"!#$%&'()*+,#  !"#$%&'()*+,-./  !"#$%&'()*+,-./  !"#$%&'()*+ ,-.  !"#$%&'()*+,-./  !"#$%&'()*$+,- !"#$%&'()$*+,-.  !"#$%&'()*+$,-.  !"#$%&'(%)*+,-.  !"#$%#&' ()*+,- !"#$% &'()*+,()*+,-  ! !"#$%&'()*+  !"#$%&'()*+,- !!"#$%&'()*+,- !"!"#$%&'()*+,- !"#$%&  !"#$%&'()*+,-./  !"#$%&'()*+,

 !

 !"#$%&'()*+,-./0123  !""#$%&'()*+,-./)0

(8)

 !"#$%&'()*+,-.   !"# !"#$%&'()*  !"#$%&'()*+,-./0(01  !"#$%&'()*+,-./0123  !"#$%&'()*+,-./012  !"#$%&'() *+,-./012  !"#$%&'()*+,-./0123  !"#$%&'()*+,-./012  !"#$%& !"#$" !"#   !"#$ !"#$%&'(  !"#$%&'()  !"#$%&'()*+,-./01  !"#$%&'()*+,-.*/0  = !"#$%&'$()*+,-./0   !"# !"#$%&'()*  !"#$%&'()*+,-./0123  !"#$%&' = !"#$%&  !"#$%&'()*+,-./012*  !"#$%&'()*+,-./01  !"#$%&'()*+,-./0*1  !"#$%&!"'() = !"

 !

 !"#$OMMP !"#$%!"&'(  !"# $%&'(#)*+,- !"#$%&'(%)*+ RVJSS OMMP  NM  UJNP  !"#$

 OMMM !"#$%&'()!"* !"#$%&'(

Day, C., Hall, C., Gammage, P., & Coles, M. (1993). Leadership & curriculum in the primary school: The roles of

senior and middle management. London: Paul, Chapman Publishing Ltd.

Hallinger, P., & Murphy, J. (1987). Instructional leadership in the school context. In W. Greenfield (Ed.), Instructional

leadership: Concepts, issues and controversies (pp. 179-203). Boston, MA: Allyn & Bacon.

Hargreaves, A. (2005). Redistributing teacher leadership widely and wisely. Paper presented at the Conference of

Developing Teacher Leadership and Education Partnership in the Face of Education Reforms. 2-3 December

2005, Hong Kong.

Lambert, L., Collay, M., Dietz, M. E., Kent, K., & Richert, A. E. (1996). Who will save our schools? Teachers as

constructivist leaders. Thousand Oaks, CA: Corwin Press, Inc.

Lee, J. C. K., & Dimmock, C. (1999). Curriculum leadership and management in secondary schools: A Hong Kong case study. School leadership and management, 19 (4), 455-481.

 !"#$% &'()*+,-./ 01  !"#$%&'!()*+,-./012  !"#$%&'()*+,-./0123  !"#$%&'!() *+,-%./0  !"#$%&'()  !"#$%&'()*+,-./01  !"#$%&'()*+,-!./012  !"#$%&'()N !"#$% =pìééçêíáîÉ=`çåÇáíáçåë !"#$  !"#$%&'()*+,-=O  !"#$%&'()*+, !"  ! !=P !"#$%&'(  !"#$%&'%()*+,-./012  !"#$%&'()$*+,-.=Q  !"#$%&'()*+,-./0(1.  !"#$%=R= !"#$%&#'  !"#$%&'()*+,-./01!2  !"#$%&'()*+,-./012  !"#$%&'()*+,-./ 01" 

參考文獻

相關文件

• e‐Learning Series: Effective Use of Multimodal Materials in Language Arts to Enhance the Learning and Teaching of English at the Junior Secondary Level. Language across

help students develop the reading skills and strategies necessary for understanding and analysing language use in English texts (e.g. text structures and

• To explore the roles of English Language curriculum leaders in planning the school-based curriculum in primary schools under Learning to Learn 2.0.. • To introduce

• Assessment Literacy Series: Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Writing at Primary Level. •

• Assessment Literacy Series - Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Writing at Primary Level.

The Moral, Civic and National Education (MCNE) Section 2 is responsible for curriculum development related to values education as well as organising professional development

To tie in with the implementation of the recommendations of the Task Force on Professional Development of Teachers and enable Primary School Curriculum Leaders in schools of a

More than 90% of the leaders reported that the Panel Chair was also expected to ensure that all teachers followed curriculum guidelines, and to review evidence of teaching