ඒߛઔߒႃע
รնԼᙀรԫཚʳ 2004 ڣ 3 ִʳ 63-90
፞แ๖౩፣ϞـȈ፞แྥȃఀᏰ ᇄຟ໔Ϟᜰ߽
Ꭶ ӡ ࣫ ဢ ! ࡌ
ᓰ࿓ຑΰcurriculum alignmentα࢚ऱದᄭױಳᄩࠩ 19 ધΖᆖመߓ٨ઔ ߒΔJ. Rice ᎁᅝழऱભഏඒߛؾᑑᑢࡉਢܡሒࠩᖂய࣠ऱေၦΔE.
Thorndikeၞԫޡ༼נᔢฝᓵΔ৵ࠐΔᖂृലຑီᔢฝᓵऱԫጟীڤΖ1980
ڣזΔޜ۫তኔ᧭ፖޜऱᖂீٽ܂ޏၞᖂس।ழΔ໌ທψᓰ࿓ຑω ԫဲΔڇ 1980-1990 ڣזΔભഏڍڠࡉچֱᖂආ࠷ψᓰ࿓ຑω܂ං೯ڶ ய౨ᖂீऱൻਜհԫΖભഏ 2001 ڣψړޢۯऄூωΰNo Child Left Behind ActαࡳΔٺڠؘႊ࿇୶ፖڠᑑᄷઌຑऱྒྷ᧭Δࠀאᖂسڇྒྷ᧭Ղऱګ༉।
܂ܒឰᖂீࡉᖂհᜎயຂٚΖଈ٣Δء֮൶ಘᓰ࿓ຑᓵऱದᄭፖ࿇୶Δ
ࠡڻΔࡳࠡრᆠፖࡳΔ٦ಾኙᇠᓵऱਮዌΕᣊীΕ૿ٻࡉᑓڤփොףא
૪Δ٦ڻΔ༼נຑ։࣫ᑓڤࡉኔᢞઔߒΔ່৵Δ༼נေ࣫ፖඔقΖ
ᜢᗖຒǺፐำೱ่ǵፐำፕǵᕮਏೢҺ
ᒘדঢ়Ǵ୯ҥࡹݯεᏢ௲ػᏢسറγࣴزғ
ႝηແҹࣁǺ[email protected]
ዺВයǺ2003 ԃ 9 Д 2 Вǹঅ҅ВයǺ2003 ԃ 11 Д 14 Вǹ௦ҔВයǺ2004 ԃ 1 Д 9 В
Bulletin of Educational Research March, 2004, Vol. 50 No. 1 pp. 63-90
An Analysis of Curriculum Alignment Theory:
The Relationship among Curriculum Require- ments, Instruction and Assessment
Chih-Feng Lai A b s t r a c t
This article analyzes curriculum alignment theory in terms of the relationship among curriculum requirements, instruction and assessment. The analysis focuses on the following themes of curriculum theory: (1) origin and development; (2) definition and assumptions; (3) frameworks, typology, dimensions, and models; (4) related em- pirical studies; (5) theoretical critiques. Finally, the author discusses some implications of curriculum alignment theory.
Keywords: curriculum alignment, curriculum theory, accountability
Chih-Feng Lai, Doctoral Student, Department of Education, National Chengchi University E-mail: [email protected]
Manuscript received: Sep. 2, 2003; Modified: Nov. 14, 2003; Accepted: Jan. 9, 2004
ಥă݈! ֏
ᓰ࿓᧢ΰchangeαਢᓰ࿓ᄅΰinnovationαऱขࢨᓰ࿓ޏΰreformα ऱ࣠Δۖᓰ࿓ޏਢԫጟᄅऱषᄎኔ᧭ΰᓐضΔ2001Κ18αΖᓰ࿓ޏࠀլ ਢլױ౨ऱΔথਢܺᣄऱΔW. Wilson མᎅΚψׯᡂቛოޑӦᗺܰܭᡂ׳Ꮲਠޑፐ ำǶωΰIt is easier to change the location of a cemetery than to change the school curriculumαΰ֧۞ North Central Regional Educational Laboratory, 2001αΔᓰ࿓ޏ
ਢԫႈ௯Օऱՠ࿓Δൄൄ୲࣐ᔡሖॺቃཚऱܺᣄΔޏګயྤऄمઢߠᐙΔ൫ ᨠᓯխ؆ٺጟඒߛޏֱூΔᓰ࿓ޏ݁ਢૹऱᓰᠲΔՈਢඒߛᖂઔߒऱྡྷ
រΖ
ᓰ࿓ޏؘႊڶᓵ܂ഗ៕Δመװ༓ڣխΔഏփᖂಾኙᖂீءۯᓰ࿓Ε ᓰ࿓อᖞΕڍց֮֏ᓰ࿓ΕრᢝݮኪΕᑨڇᓰ࿓Εڣԫᓰ࿓Εඒᖂ໌ᄅΕᓰ
࿓࿇୶ፖૠΕᓰ࿓ေᦸࡉᓰ࿓ᏆᖄઌᣂᠲΔၞ۩ᐖऑԵઔߒΔઌᣂཚע ᓵ֮ΕറᏅڍΔีᗨ᠆༄ऱ֮ᇷறΔՕຝ։ೣૹ࣍ᓰ࿓ءߪऱᓵፖኔ೭Ζ
܀ਢኙ࣍൶ಘᓰ࿓ᑑᄷΕጼΕඒᖂΕေၦࡉྒྷ᧭ᣂএऱψᓰ࿓ຑωΰcurriculum
alignmentαᓵΔធ֟ڶറ֮൶ಘΔإᅝഏاխ՛ᖂڣԫᓰ࿓ڕ־ڕኔਜ
ऱழଢΔڕ࣠౨৬مݙᖞᖲࠫΔᓰ࿓ޏऱٵழՈૹီඒᖂΕေၦࡉྒྷ᧭ऱ ᘋΔലࠌޏګய୲࣐ኦ᧩ΔٵழՈױאᇞೈषᄎՕฒኙ࣍ᄅᓰ࿓ኔਜ৵Δᖂ سᖂᄐ࿓৫Հ૾ऱጊᐞΖ
ᖂீᓰ࿓ຏൄਢᒱᡖመװΕထณڇΔ۟֟ڇᓵՂএᖄٻآࠐΔᖂீᓰ࿓
ႊڶآࠐᖂऱᨠរΔאထณڇΔ୶ඨآࠐΰֱᐚၼΔ2001Κ13-14αΔᓰ࿓ᓵ ڶڕԫᅨࣔᗉΔਐ֧ᓰ࿓ऱآࠐ࿇୶ֱٻΖᇨڕ J. Dewey ࢬߢΚψಖزǴፕࢂ
܌Ԗ٣ނύനჴሞޑǶωΰ֧۞ࡌිହΔ2002Κ3αΔᓰ࿓ᓵऱૹࢤլױߢΖ ᓰ࿓ᓵਢڶߓอچࣔඒߛփ୲ࢨᖂᆖ᧭ऱԫᄗ࢚ࢨᨠរΔאঁኙᓰ࿓ऱ ኔ೭ڶࢬඔقΰֱᐚၼΔ2001Κ29αΔࠠ᧯ۖߢΔᓰ࿓ᓵኙኔ೭ՠ܂ڶႈ܂شΚ ԫΕขسᄅवᢝΙԲΕ֧ᖄ۩೯ऱᙇᖗΙԿΕ࠰ܗᝩ܍መ৫១֏چᇞᤩ۩೯ΙΕ
࠰ܗലᆖ᧭᠏֏۩೯ΰࡌිହΔ2002Κ8αΔࢬאΔ৬مᓰ࿓ऱᓵഗ៕Δല
ᓵԵኔ೭ՠ܂Δࢨ৬مኔشࢤᓵΔ֧ᖄኔ೭ՠ܂հၞ۩Δലኙᓰ࿓ኔਜڶৰ
ՕܗఛΖψᓰ࿓ຑωਢભഏ२ڣࠐං೯ᓰ࿓ޏΕᄅऱૹฃΔࠡૹီඒᖂ
೯Ε૿ऱᓰ࿓Εྒྷ᧭ࡉေၦऱຑΔኙ࣍༼ࣙᖂسᖂᄐګ༉ऱֽᄷڶࢬܗఛΖ ᓰ࿓ຑਢᄅᘋऱᓰ࿓ᓵΔբڶլ֟ഏ؆ཚע֮֗໑Փᓵ֮אڼᠲΖء
֮ەભഏऱ֮ᇷற֗ᆖ᧭Δൕٺጟ૿ٻ൶ಘᓰ࿓ຑऱᓵΔݦ౨৬م ለݙᖞΕཐऱᓰ࿓ᓵΔא܂ኔਜᓰ࿓ޏհەΖ
෮ăኝాඕ۞ᄃ൴ण
ᓰ࿓ຑ࢚ऱದᄭױಳᄩࠩ 19 ધΔભഏᖂृ J. Rice ᆖመߓ٨ઔߒΔᎁ
ᅝழऱભഏඒߛؾᑑᑢࡉਢܡሒࠩᖂய࣠ऱေၦΔհ৵ΔE. Thorndike ڇຍଡᄗ࢚Ղឩ୶Δၞԫޡ༼נᔢฝᓵΰtransfer theoryαΔ৵ࠐᖂृലຑ
ΰalignmentαီᔢฝᓵऱԫጟীڤΔٵழီ٤ऱᓰ࿓ૠհு֨ΰKattner,
1998: 9-11αΔຍਢᓰ࿓ຑᓵऱඔ፞ΔCohenΰ1994αᎁᓰ࿓ຑऱၲࡨᄑ
چፖ۩ᏺൎᓵڶᣂᜤΔቫᇢሒࠩګ༉։ᑇ᧢ฆਢေၦփ୲ፖඒᖂ֊ٽऱ࿓
৫Ζऴࠩ 1980 ڣזΔޜ۫তઔߒኔ᧭ΰSouthwest Research Laboratory in Los
Angelesαፖޜऱᖂீٽ܂ޏၞᖂس।ழΔ໌ທψᓰ࿓ຑωԫဲΔڰཚऱ
ټဲψඒᖂຑωΰinstructional alignmentαΕψᓰ࿓ૹᦤωΰcurriculum overlapα
Δբપฃץܶᓰ࿓ຑऱᄗ࢚ΰEnglish & Steffy, 2001: 90; Zeller, 1997: 37αΖ 1980Ε1990 ڣזΔભഏڍڠࡉچֱᖂආ࠷ψᓰ࿓ຑω܂ං೯ڶய౨ ᖂீऱൻਜհԫΔᅝழط࣍ᖂسᖂᄐګ༉ᥛՀ૾Δய౨ΰeffectivenessαऱᨠ࢚
এאᏺףᖂسᖂᄐګ༉ऱᨠរࠐࡳΔܑਢᑑᄷ֏ྒྷ᧭ऱྒྷၦਢܒឰᖂீण ऱ່ঁ൸ֱڤΖԫଡॾ࢚ᎁᖂسᖂᄐګ༉܅ᆵऱڂΔڕ࣠լਢඒஃඒᖂऱ ٤ྥሿᅷΔ༉ਢᓰ࿓ᔆऱՀ૾Ζഗ࣍ຍࠄॾ࢚Δᆵኔऱᓰ࿓ΰenacted curriculumα ࡉቤऱᓰ࿓ΰplanned curriculumαհຑۿॺൄࠠڶᎅࣚԺΔڕ࣠ቤऱᓰ
࿓ਢطڍڶवᢝΕಝᒭߜړऱറ୮ࢬ࿇୶Δז।բवऱ٥ᢝΔؘႊࢬڶඒஃ ࢬᙅ༛ΔຍᑌऱอԫࠉᘸڍයٙΔܑਢ૿ऱᓰ࿓ਮዌΰwritten curriculum
frameworkαࢨᓰ࿓ਐᖄঞΰcurriculum guidesαΖڂڼΔᓰ࿓ຑਢ 20 ધய
౨ሎ೯ऱᓰ࿓ขढΔᓰ࿓ຑམڇڍڠᐖऑආشΔ1983 ڣףڠمऄຏመא৵ၲ
ࡨආشᓰ࿓ຑΔ،ഒᣤΕጲᒔऱࠌشΔڇᓰ࿓ኔਜՂ୲֟ऱ़ၴΰMarsh
& Willis, 1999: 254-256αΖൕڼΔᓰ࿓ຑګᓰ࿓࿇୶ࢨޓᄅመ࿓ऱԫຝ։Δᓰ
࿓ຑࠀլਢᄅऱᠲΔᅝᜎயຂٚऱᚘԺᏺףழΔᓰ࿓ຑᎁࡳਢޏၞᖂس ᖂᄐګ༉ऱฃΰLiebling, 1997: 4-5αΖ
ભഏഏᄎ࣍ 2001 ڣຏመψړޢۯऄூωΰNo Child Left Behind Act,
NCLBAαΔᄅऄூല՛ؒݦ᜔อऱඒߛޏૠࠠ᧯֏Δᇠऄூհࠫࡳഗ࣍אՀ
ଡঞΚԫΕൎ֏ᖂᄐ।ऱᜎயຂٚΙԲΕᏺףᐘࢤ֗چֱ։ᦞΙԿΕᏺף ୮९ඒߛᙇᖗऱᖲᄎΙΕൎᓳᆖኔᢞڶயऱඒᖂֱऄΖࠡխڶᣂᜎயຂٚऱࠠ
᧯܂ਢΔڠؘႊ৬مٺڣ్ᖂسऱ।ᑑᄷΔࠀ࿇୶ᑇᖂΕᔹᦰࡉઝᖂऱփ୲ ᑑᄷΔڠױאᙇᖗΕૠ۞աऱྒྷ᧭Δ܀ؘႊፖڠᖂᄐګ༉ᑑᄷઌຑΰRobelen, 2002: 28-31; U.S. Department of Education, 2002αΔڂڼΔᓰ࿓ຑڇભഏٺڠऱኔ ਜΔױᎅਢ࠷ऄ৳ऱᖕΔ৬مऄࠫ֏ഗ៕Ζᓰ࿓ຑᓵ࿇୶۟ڼΔፖՕী
ྒྷ᧭ΰlarge-scale testsαΕ৫ܓ୭ޑᣂྒྷ᧭ΰhigh-stakes testingαΕփ୲ᑑᄷΰcontent standardsαΕ।ᑑᄷΰperformance standardsαΕᖂᖲᄎᑑᄷΰopportunity-to-learn standardsαΕ।࠷ٻᜎயຂٚΰperformance-based accountabilityαࡉᑑᄷ࠷ٻޏ
ΰstandard-based reformαբขسയ֊ᣂএΔൎᓳྒྷ᧭Εփ୲ᑑᄷΕ।ᑑᄷ ፖඒᖂ೯ऱյઌຑΔࠀאᖂسڇᖂᄐګ༉Ղऱ।܂ܒឰᖂீᜎயຂٚհ شΰHamilton & Koretz, 2002: 20-21; Hamilton, Stecher, & Klein, 2002: 2-4; Linn,
2000: 4αΖط࣍ᓰ࿓ຑፖՕীྒྷ᧭Ε৫ܓ୭ޑᣂྒྷ᧭ᑑᄷ֏ྒྷ᧭հၴऱയ֊
ᣂএΔٵழᑑᄷ֏ྒྷ᧭ऱൄኪ։ڴᒵհૹጲళਢຘመᓰ࿓ᑑᄷΕᖂீඒᖂ
೯ऱኔਜΔᨃࢬڶᖂسࠆڶ݁൷ᤛྒྷ᧭փ୲ऱᖲᄎΰWraga, 1999: 6αΔᓰ࿓
ຑऱඒᖂփොץਔᖂᖲᄎᑑᄷհᔞشΔٍܛࣹૹ༼ࠎ݁ऱඒߛᖲᄎΔྒྷ᧭
ࢨေၦऱ࣠ޓױ܂ଡܑ֏ඒᖂΕᇖඒඒᖂհࠉᖕΔڂڼΔᓰ࿓ຑڶܗ࣍ඒ ߛᖲᄎ݁հኔᔌΖ
ણăኝాඕ۞ؠཌྷؠ
ʙăס! ༎!
ڇᛵᇞψᓰ࿓ຑωऱࡳᆠছΔଈ٣ኙψᓰ࿓ωऱრᆠףא൶ಘΖᖂृኙ࣍
ᓰ࿓ऱࡳᆠ߱վսآڶ٥ᢝΔՕીױ։ՕᣊΚ(ԫ)ᓰ࿓ܛᖂઝΰඒޗαΙ(Բ) ᓰ࿓ܛؾᑑΙ(Կ)ᓰ࿓ܛૠΙ()ᓰ࿓ܛᆖ᧭Ζאᓰ࿓ዌࠐ։Δױ։إ ڤᓰ࿓Εॺإڤᓰ࿓Εᑨڇᓰ࿓ࡉ़ػᓰ࿓Δڕאᓰ࿓ᣊীࠐΔ։ઝؾᓰ࿓Ε ઌᣂᓰ࿓Εᘜٽᓰ࿓Εᐖᓰ࿓Εு֨ᓰ࿓ࡉ೯ᓰ࿓Δૉאᖂृ J. Goodlad Գऱᓰ࿓ᐋ్ۖߢΔطՂۖՀ։նଡᐋڻΚ(ԫ)უᓰ࿓Ι(Բ)إڤᓰ࿓Ι(Կ) वᤚᓰ࿓Ι()ሎ܂ᓰ࿓Ι(ն)ᆖ᧭ᓰ࿓ΖA. Glatthorn ၞԫޡ༼נԫጟ։ᣊֱ
ڤΔ։৬ᤜऱᓰ࿓ΰrecommended curriculumαΕ૿ऱᓰ࿓ΰwritten curriculumαΕ
֭ऱᓰ࿓ΰsupported curriculumαΕႚऱᓰ࿓ΰtaught curriculumαΕྒྷ᧭ऱᓰ
࿓ΰtested curriculumαࡉऱᓰ࿓ΰlearned curriculumαΰ֧۞ֱᐚၼΔ2001Κ 5-7Δ30-32Δ39-41αΖء֮ࢬၞ۩ᓰ࿓ຑᓵऱ৬ዌΔא Glatthorn ऱ૿
ऱᓰ࿓Εႚऱᓰ࿓ࡉྒྷ᧭ऱᓰ࿓Կጟᓰ࿓൶ಘհਮዌΔԫۖߢΔ৬ᤜऱ ᓰ࿓Ε֭ऱᓰ࿓ࡉऱᓰ࿓ࠀآ٨Եᓰ࿓ຑᓵऱ൶ಘᒤᡱΖ
ࠡڻΔࠉᖕπଁּᄅᖂೃڗࠢρΰWebster’s New World College Dictionaryα ऱࡳᆠΔψຑωڶאՀऱრᆠΚ(ԫ)ګԫऴᒵΰto bring into a straight lineαΙ(Բ) ലٺຝ։ऱګٝᔞᅝچᓳࡉΰto bring parts of components into a proper coordina- tionαΙ(Կ)ሒګ࠰ᤜΕയ֊ٽ܂ΰto bring into agreement, close cooperationαΰ֧
۞ Marca, Redfield, & Winter, 2001: 1αΖڂڼΔψຑωਐऱਢࠟଡࢨאՂऱࠃढյ ઌᔞΕᔞᅝچᓳࡉࢨയ֊ٽ܂Ζ
٦ृΔᓰ࿓ຑऱࡳᆠڶڍᖂृ༼נࡳΔCrowell ፖ Tissotΰ1986αࡳ
ᓰ࿓ؾᑑΕඒᖂֱூࡉྒྷ᧭ᖂீᓰ࿓ցైऱԫીࢤΔEnglishΰ1992αᎁਢ
૿ऱΕඒᖂऱࡉྒྷ᧭ऱᓰ࿓հጹയຑ൷ΔCohenΰ1994αঞאඒᖂຑ
ΰinstructional alignmentα࠷זᓰ࿓ຑΔאඒᖂृࢬऱ࣠Εᖂृऱ।Ε
ေၦऱޣԿጟᓰ࿓ऱګפৈٽࠐࡳΔArmstrong ፖ Suddardsΰ1999αലᓰ࿓
ຑऱრᆠၞԫޡឩ୶૿ΕቤΕඒᖂΕေၦΕေᦸࡉܫٺጟᓰ࿓հᔞ
Δڼ؆ΔAndersonȐ2002αᎁᓰ࿓ຑਢᑑᄷࡉؾᑑΕඒᖂ೯ࡉඒޗΕေ
ၦࡉྒྷ᧭ऱԿߡᣂএΔJang ፖ Ryanΰ2003αঞאᑑᄷ࠷ٻΰstandards-basedαऱ ᨠរΔᎁᓰ࿓ຑץܶᓰ࿓ጼΕඒᖂፖᖂΕՕীऱᑑᄷ࠷ٻေၦԿଡ
ైΖڂڼΔᓰ࿓ຑױូאՀԿጟګٝࢬิګΔ։ܑਢ(ԫ)ᑑᄷΚץܶᓰ࿓
ᑑᄷΕᓰ࿓ጼΕփ୲ᑑᄷΕݾ౨ᑑᄷࡉؾᑑΔܛ૿ऱᓰ࿓Ι(Բ)ඒᖂΚץ ਔඒᖂ೯ΕඒᖂֱூΕඒޗࡉᖂᖲᄎᑑᄷΔՈ༉ਢႚऱᓰ࿓Ι(Կ)ေၦΚ
ො።।ᑑᄷΰᖂᄐګ༉ᑑᄷαࡉᑑᄷ֏ྒྷ᧭Εေၦΰፖ।ᑑᄷയ֊ٽαΔԾ ጠྒྷ᧭ऱᓰ࿓Ζഗ࣍Ղ૪ԿጟګٝऱփොΔᓰ࿓ຑࡳᆠױࡳΚψᑑᄷΕඒ ᖂࡉေၦԿጟᓰ࿓ګٝऱઌյᔞΕᔞᅝچᓳࡉࢨയ֊ٽ܂Δא༼ࣙᖂسऱᖂ ᄐګ༉ωΖ
ʠă! ס!
ڇᑑᄷࡉေၦઌյຑऱߓอխΔࢬڶऱګٝյઌᓳࡉΔߓอچཛٻඒߛᖂ سሒࠩᖂᄐګ༉ᑑᄷऱԫؾᑑΖຑڇ࣍ਐጠߓอऱٺጟګٝڕ۶ߜړሎ
܂Δא֧ᖄඒᖂࡉᖂسᖂΖڕ࣠אߜړऱܒឰࡉറᄐऱֱڤࠌشΔຑ૿Ε
ႚࡉྒྷ᧭ऱᓰ࿓հᓰ࿓ຑΔਢᚥܗඒᖂ࿇୶ցΕᖂسขسᘋᔊΕڇ৫ܓ ୭ޑᣂྒྷ᧭।ߜړऱڶயֱऄΰMarca, Redfield, & Winter., 2001: 1-3; Glatthorn,
1999: 26-28αΖփ୲ᑑᄷΕ।ᑑᄷΕေၦࡉඒᖂऱຑਢૹऱΔ֠ࠡေၦᇷற
ਢܡࠌش܂ެΕᆖ၄։ࢨᖂسᖂऱ৬ᤜΔࠉભഏᖂृऱऄΔඒᖂΕᑑ ᄷࡉေၦऱຑਢഗ࣍אՀࡳΚΰMarca et al., 2001: 2-3; Wraga, 1999: 6-7α
(ԫ)ڇᓰ࿓ຑऱߓอխΔඒᖂߓอփ୲ᑑᄷࢬᦀ೯Δփ୲ᑑᄷ᠏֏ګ
ေၦΕᓰ࿓ඒޗࡉറᄐ࿇୶Δࠀፖփ୲ᑑᄷጹയຑΔཚඨփ୲ऱԫીࢤಛஒലᄎ ᐙඒஃڕ۶ඒऱެࡳΔඒஃऱެࡳ᠏֏ګඒᖂऱኔᔌΔ່ึ࣠ᖂسऱᖂΖ
(Բ)ڠေၦࡉᑑᄷऱຑΔࠉᘸڠࡉچֱඒߛᖲዌऱඒߛኔᔌࡉୃᖂհຑΖ (Կ)ຑၞ۩ऱመ࿓ΔᏁࡳཚေᦸࡉᓳᖞΖ
()ڶயࡉڶრᆠऱᇷறءۯެࠉᘸ࣍ᑑᄷࡉေၦऱຑ࿓৫Ζ (ն)ᓰ࿓ຑױڶயআၞඒߛᖲᄎ݁ΰequityαΔ৬مᜎயຂٚࠫ৫Ζ
དྷăኝాඕ۞̰உĈߛၹăᙷݭăࢬШሀё
ʙăޜ! ်!
ᓰ࿓ຑऱਮዌਢطᓰ࿓ऱԿଡګٝิګΔץਔᑑᄷΕඒᖂࡉေၦΖ
ᖕࠡהᖂृऱشΔᑑᄷٵ࣍૿ऱᓰ࿓Δඒᖂႚऱᓰ࿓Δေၦঞྒྷ᧭
ऱᓰ࿓ΔԿጟᓰ࿓ຟਢڶრڜඈऱᓰ࿓Δڶܑ࣍آቃཚऱᑨڇᓰ࿓ΰֱᐚၼΔ2001Κ 41ΙAnderson, 2002: 1-3; English & Steffy, 2001: 87-90αΖڇቹ 1 ऱᓰ࿓ຑਮዌቹ խΔԿߡݮऱԿଡືរ։ܑᑑᄷΕඒᖂࡉေၦΔဠᒵֱٺࠡץܶऱփ୲Δ ԿߡݮऱԿଡᢰז।ٺګٝऱᣂএΔᑑᄷፖေၦऱᣂএ(A)Δᑑᄷፖඒᖂᣂএ
(B)Δေၦፖඒᖂऱᣂএ(C)ΖႚอՂΔᑑᄷፖေၦ(A)ऱᤜᠲᆵڇྒྷ᧭Εေၦհ փ୲ய৫ΰcontent validityαΔྒྷ᧭ऱփ୲ֺؾᑑૹΙփ୲ᒤΰcontent coverageα ࡉᖂᖲᄎΰopportunity to learnαؘႊඒᖂፖေၦऱᣂএ(C)Ιᕣጥᑑᄷፖඒ ᖂऱᣂএਢԼ։ૹऱΔڶڍઔߒၞ۩൶ಘΔ܀۟վࡸآڶᔞᅝऱټဲࠐז
।ࠡࢬऱᣂএ(B)Ζᓰ࿓ຑ൶ಘᑑᄷፖေၦΕᑑᄷፖඒᖂΕေၦፖඒᖂհᣂ এΔՈ༉ਢᎅΔփ୲ய৫Εփ୲ᒤࡉᖂᖲᄎץܶڇᓰ࿓ຑऱԫᄗ࢚խ ΰAnderson, 2002: 1-3αΖ
ʠăᘸ! ܮ!
૿ऱᓰ࿓Εႚऱᓰ࿓ࡉྒྷ᧭ऱᓰ࿓Կጟᓰ࿓ऱᣂএΔਢᓰ࿓ຑ൶ಘ ऱૹរΖࠃኔՂΔՂ૪Կጟᓰ࿓ऱֺࠏࡉᦞૹࠀլٵΔ༉ࠡᒤࠐΔྒྷ᧭ऱᓰ
࿓ऱᒤ່՛Δ૿ऱᓰ࿓տ࣍խၴΔႚऱᓰ࿓ऱᒤ່ՕΰEnglish & Steffy,
2001: 87-89αΔՈז।ඒᖂ೯ڶྤૻऱױ౨Δ၌။ྒྷ᧭ऱᓰ࿓Ε૿ऱᓰ࿓ऱᒤ
ᤂΖૉאຑऱയ֊࿓৫ۖߢΔᓰ࿓ຑױ։ᣊΰڕቹ 2αΔ։ܑਢྤຑΰno alignmentαΕᠾཋຑΰloose alignmentαΕጹയຑΰtight alignmentαࡉݙ٤ຑ
ΰtotal alignmentαΰEnglish & Steffy, 2001: 87-90; NC Department of Public In-
struction, 1999: 86-87αΖא Glatthorn ऱᓰ࿓։ᣊֱڤࠐΔᓰ࿓ຑլ౨࢙ฃ৬
ᤜᓰ࿓Ε֭ᓰ࿓ࡉᓰ࿓ΔڂڼΔGlatthornΰ1999αᎁᓰ࿓ຑऱᄗ࢚
ᚨឩ୶۟ࠡהլٵᣊীऱᓰ࿓Δڕᑨڇᓰ࿓Ε़ػᓰ࿓Ε৬ᤜऱᓰ࿓Ε֭ऱᓰ
࿓Εऱᓰ࿓Δאᚦᇖᓰ࿓ຑऱᆵΖ
ၗٰྍǺঅׯԾ Anderson, (2002: 256); Jang & Ryan (2003: 505)Ƕ
1! ുൖڟޜ်
ၗٰྍǺঅׯԾ NC Department of Public Instruction (1999: 86-89)Ƕ
2! ുൖڟᘸܮ ᑑᄷ
ေၦ ඒᖂ
B
C A
ᓰ࿓ᑑᄷΕᓰ࿓ጼΕփ୲ ᑑᄷΕݾ౨ᑑᄷΕؾᑑ
ඒᖂ೯Εඒᖂֱ
ூΕඒޗΕᖂᖲ ᄎᑑᄷ
ᑑᄷ֏ྒྷ᧭ࢨေ
ၦΕ।ᑑᄷΕ ᖂᄐګ༉ᑑᄷ
ഒൖ
૿ऱᓰ࿓ ႚऱᓰ࿓ ྒྷ᧭ऱᓰ࿓
Ⴇઝൖ
૿ऱᓰ࿓
ႚऱᓰ࿓
ྒྷ᧭ऱᓰ࿓
ᖬಹൖ
૿ऱᓰ࿓ ႚऱᓰ࿓
ྒྷ᧭ऱᓰ࿓
Ӈϒൖ
૿ऱᓰ࿓
ႚऱᓰ࿓
ྒྷ᧭ऱᓰ࿓
ʭă! ϩ!
ᅝެࡳၞ۩ᓰ࿓ຑΔ່٣૿ᜯऱംᠲਢൕ۶ၲࡨΔ। 1 ऱଡาז।
ଡױ౨ऱದរΔᖩٻᓰ࿓ऱૠΰdesignαࡉኔਜΰdeliveryαԲଡ૿ٻΔ᜕
ٻז।࿇୶ऱႉݧΔܛإٻΰfrontloadingαΕ֘ٻΰbackloadingαຑԲଡ૿ٻ ΰEnglish & Steffy, 2001: 57-60αΖՈ༉ਢᎅΔᓰ࿓ຑڶԲଡᐋڻΔ։ܑਢփ୲ຑ
ΰcontent alignmentαΕહནЯڤຑΰcontext/format alignmentαΔփ୲ຑਐ ඒᖂࢬྒྷ᧭ऱփ୲Δൕ૿ऱᓰ࿓ࢼ࠷Δאૠྒྷ᧭ᇢᠲΔહནбڤຑঞਢ אྒྷ᧭փ୲ऱֱڤၞ۩ඒᖂΰNC Department of Public Instruction, 1999: 44-46αΖ
ے1! ുൖڟͲϩ
ᓰ࿓ૠ ʳ ʳ ʳ ᓰ࿓ኔਜ إٻຑ ٣࿇୶ᓰ࿓ᑑᄷΔ٦ૠྒྷ
᧭ΕေၦΖ
٣ၞ۩ᓰ࿓ऱඒᖂΔ٦ᐊګ૿
ᇷறΔ່৵٦ૠྒྷ᧭ΕေၦΖ
֘ٻຑ ࠷ֆၲऱྒྷ᧭ᇢᠲΔࠉᖕྒྷ
᧭ᇢᠲ࿇୶ᓰ࿓ᑑᄷΖ
࠷ֆၲऱྒྷ᧭ᇢᠲΔലࠡփ
୲Εહནࠠ᧯֏࣍ඒᖂ೯խΖ
ၗٰྍǺEnglish ᆶ Steffy (2001: 58)Ƕ
ᑑᄷፖေၦऱإٻΕ֘ٻຑਢਢڠࢨᖂᐋ్ၞ۩ऱࠃႈΔ᥆࣍ૠ ऱᐋڻΔՈਢਙࠫࡳऱᒤᡱΖᑑᄷፖေၦऱإٻຑਢ٣࿇୶ᓰ࿓Δ٦ᙇᖗΕ ආشࢨ࿇୶ྒྷ᧭Δאፖᓰ࿓ઌຑΔإٻਢ৬مᓰ࿓ຑ່ழࡉ࣓၆ऱֱڤΔ ٵழՈਢײࠢऱ࠷ٻΔ༓ਢࢬڶᓰ࿓࿇୶ऱഗ៕Δᅝچֱᖂீࢨᖂڶᦞૠ ᓰ࿓ΔࡉެࡳᔞᅝऱေၦֱڤழΔإٻਢڶயऱΖ֘ٻຑਢ٣࿇୶ྒྷ᧭Δ٦࿇
୶ᓰ࿓Δઌለ࣍إٻΔ֘ٻਢݶຒࡉঁࡵऱֱڤΖ܀ਢΔ֘ٻᆖൄڂᖂسऱྒྷ
᧭։ᑇᘉΔྒྷ᧭റ୮ࢬޅေኔਜլࠋࢨլฤٽΔᅝඒඒᖂࡉྒྷ᧭ᠲ ؾࢨীڤઌຑΔױ౨ᖄીᅝڣ৫ྒྷ᧭։ᑇऱ༼Δڕ࣠ྒྷ᧭ᠲؾޢڣޏ᧢ழΔ
ྒྷ᧭։ᑇঞڃࠩൕছऱൣउΰEnglish & Steffy, 2001: 57-60; NC Department of
Public Instruction, 1999: 66αΖڂڼΔᖂृ৬ᤜΔᅝؾऱڇ࣍ޏၞᖂسྒྷ᧭։ᑇΔ
ܑਢᑑᄷ֏ྒྷ᧭ګᜎ܅ᆵऱٲᖲᖂسΔঞࠌش֘ٻຑΙڕ࣠ڇ࣍ေၦᖂسڇ
ᖂႚऱᓰ࿓հᖂګ༉Δঞࠌشإٻຑא࿇୶ࢨᙇᖗေၦΔࠀፖڶऱᓰ
࿓ઌຑΰ֧۞ Liebling, 1997: 9αΖ
༉ኔਜऱᐋ૿ۖߢΔඒᖂፖေၦऱ֘ٻຑհࡳਢඒஃא૿ऱᓰ࿓ၞ۩
ඒᖂΔᖂسګ༉ྒྷ᧭։ᑇലᄎ༼Δڂඒᖂऱᓰ࿓ਢഗ࣍ྒྷ᧭ؾᑑΔL. Ferguson
࣍ 1995 ڣ༼נ֘ٻຑऱޡᨏΚ(ԫ)৬مயᑑאֺለګ༉ྒྷ᧭ؾᑑࡉᓰ࿓ؾᑑ ڇփ୲ࡉඒᖂ࠷ٻऱԫીࢤΙ(Բ)ᛀီᖂسᑑᄷ֏ګ༉ྒྷ᧭ᇷறΔאᒔࡳᓰ࿓ऱ ९ࡉᏁΙ(Կ)ᖂسᑑᄷ֏ګ༉ྒྷ᧭ᇷறࢬ᧩قऱᓰ࿓ᏁޣᏆΔࠌشᖂ
૿ऱᓰ࿓ࡉྒྷ᧭ؾᑑԫીࢤᢞᖕऱயᑑࠐᛀီΙ()ګ༉ྒྷ᧭ؾᑑڕ࣠ፖؾছྒྷ
᧭ؾᑑլᄑຑΔඒஃঞଥإࠡඒᖂ࠷ٻΔ։ለڍழၴڇࡳؾᑑࢨᙇᖗཙ זඒޗΔאᚦᇖ၏Ι(ն)൳ᖂسጲᑵඒᖂؾᑑऱၞޡΔאᒔࡳਢܡᖂسྒྷ᧭
։ᑇᙟထຑመ࿓ۖၞޡΰ֧۞ Liebling, 1997: 6-7αΖ
ඒᖂፖေၦऱإٻຑ࿇س࣍ᅝඒஃ৬ዌࢨᙇᖗေၦΔࡉڶᓰ࿓ઌᅝയٽ ΰwell-matchαΔ1980 ڣזڶயඒᖂൎᓳإٻຑΔਬࠄᖂृ࣍ 1990 ڣ༼נإٻ ຑऱޡᨏΚ(ԫ)ඒߛԳಾኙٺڣ్ऱփ୲Ꮖ৬ዌ૿ऱᓰ࿓ਐᖄঞΙ(Բ) ඒߛԳᙇᖗڶᓰ࿓ऱߜړྒྷၦՠࠠհګ༉ྒྷ᧭ΰᆖൄਢயᑑᅃྒྷ᧭αΙ(Կ) ࢭᎁԿߡေၦΰtriangulated assessmentαױ౨ਢขسᖂسګ༉່ݙᖞቹቝऱֱڤΔ ඒߛԳಾኙڶᓰ࿓Δᙇᖗࢨ࿇୶ցࡉཚأေၦΙ()ᓰ࿓ຑբבᓯ۩೯Δ ᖂسګ༉൳܂ڶயᓰ࿓ຑऱᢞᖕΔڕ࣠ᖂسګ༉ࠀآޏၞΔඒߛԳױ ౨ᙇᖗᄅऱေၦΔྥ৵ᖕאޓᄅᓰ࿓ΰ֧۞ Liebling, 1997: 7-8αΖإٻຑኙ࣍
ቤᕩፋࢤऱඒᖂց່ڶܗఛΔ܀ਢኙ࣍چֱᓰ࿓ؾᑑࡉՕীྒྷ᧭հຑঞڶլ ߩΔڂڼΔGlatthornΰ1994α৬ᤜᜤٽإٻࡉ֘ٻຑΔࠡޡᨏڕՀΚ(ԫ)ඒஃ
ࡳࢬڶᖂسؘႊጲᑵऱૹு֨ؾᑑΔຍࠄؾᑑዌګᖂسڇࡳڣ్ࢨࡳᓰ࿓
ᚨᇠवሐऱփ୲Δٍਢ૿ऱᓰ࿓հഗ៕Ι(Բ)ڇإٻመ࿓Δඒஃ৬ዌࢨᙇᖗ
ցࡉཚأေၦΔፖ૿ऱᓰ࿓հᖂؾᑑࠠڶ৫ԫીࢤΙ(Կ)ڇ֘ٻመ࿓Δګ
༉ྒྷ᧭ؾᑑᛀီאެࡳਢܡᓰ࿓ؾᑑךٝ֘ਠྒྷ᧭ؾᑑΙ()ڃࠩإٻመ࿓Δ ඒஃᛀီඒޗࡉඒઝΔאެࡳਢܡ૿ऱᓰ࿓հᖂؾᑑڇඒޗփ୲ךٝຫ૪Ζ
ೈԱՂ૪ᑑᄷፖေၦΕඒᖂፖေၦհإٻΕ֘ٻຑ૿ٻΔሒࠩᜎயຂٚ
հؾऱΔڠࡉᖂᐋ్ຏൄආ࠷אՀऱመ࿓ၞ۩ᓰ࿓ຑΚ(ԫ)ࡳᑑᄷΚ
༴૪ᖂسᚨᇠवሐࡉ౨ജࠩऱૹࠃൣΔؘႊഗ࣍ᖂسسΕᖂࡉګפچ܂
ګԳࢬᏁऱᣋནΙ(Բ)ࡳᢞᖕΚᢞᖕؘႊਢױ൷࠹ऱΔᢞࣔଡܑᖂسवሐ ຍࠄփ୲ࡉ౨ജ।נᑑᄷࢬ༴૪ऱݾ౨Ι(Կ)ࡳࢨ໌ທေၦऱᎅࣔࢨঞΚ ࠌش܂፦ႃᢞᖕΖ()ૠᖂऱᆖ᧭Κ່ړऱᆖ᧭ਢ່ࠠڶய౨ΕயΔ୲
ᖂسᖂᑑᄷࢬࡳऱփ୲ࡉݾ౨ΰNorth Central Regional Educational Labo-
ratory, 2001αΖ༉ᖂீᐋ૿ۖߢΔඒߛኔ೭ՠ܂ृΔຏൄආ࠷Հ٨քଡޡᨏΔၞ
۩ᓰ࿓ຑΚ(ԫ)፦ႃᇷறࡉඒޗΚ፦ႃ٤ڠऱေၦᇷறΕᑑᄷΕᓰ࿓ΕඒޗΕ ඒչᏖऱᇷಛΙ(Բ)։࣫ࢬ፦ႃऱᇷறࡉඒޗΚאᆢ᧯ࢨิګΔലေၦᇷறቹق
֏Δᢄ፹ᚨᇠඒᖂփ୲ऱቹݮΙ(Կ)ᐷᐊؾᑑΚ࿇୶ຑऱؾऱΔᒔࡳᖂسױൕ መ࿓ᛧչᏖΖᐷᐊࡳ೯ૠΔאຑᓰ࿓ࡉലྡྷរᆜ࣍ᖂسऱඒᖂΔࠀૡ
ࡳኔਜऱཚၴΔၞ۩ေᦸΙ()ຑඒޗΕඒᖂցፖᑑᄷΚެࡳޢႈေ۷ᑑᄷΕ ਢܡு֨ᓰ࿓ඒޗฤٽޢႈᑑᄷΔڕ࣠ு֨ᓰ࿓ඒޗլฤٽᑑᄷΔਢܡڶ᎖ܗඒ ޗזཙΖ༼ࠎࢬࠌشᓰ࿓ඒޗฤٽޢႈᑑᄷऱᢞᖕΙ(ն)၏։࣫Κေ۷ᓰ࿓ຑ
ऱ֮ٙΕધᙕؾছڶᓰ࿓ඒޗฤٽऱᑑᄷΔ࿇୶۩೯ૠΔאᒔঅᔞᅝඒޗΔ ࠉᖕᑑᄷඒᖂΙ(ք)ᢄ፹ຑᓰ࿓۟ᖂீ۩ࠃᖟΚᖂீ۩ࠃᖟലࢬڶᑑᄷො።ڇ փΰSouth Lane School District, 2003αΖڂڼΔᓰ࿓ຑऱመ࿓ਢԼ։ጅऱΔࠀ
ڶঁࡵऱֱڤࢨ൸உΔؘႊٽݔቤऱᓰ࿓ຑૠΕඒߛԳറᄐ࿇୶Ε ኔᎾᚨش࣍ඒᖂհਐᖄঞΕᚨشᇖךඒޗΔࠀᛧඒߛԳհᎁٵፖፖΔᓰ
࿓ຑթ୲࣐ګפΔኦ᧩ᓰ࿓ຑኔਜऱய࣠ΰEnglish & Steffy, 2001: 97αΖ
Ͳăᇁ! В!
ലᓰ࿓ຑऱਮዌࡉ૿ٻᜤٽದࠐΔګᓰ࿓ຑऱᑓڤΰڕቹ 3αΔᓰ࿓ຑ
ऱխ֨৸უਢψᔆ൳ࠫωΔٵழࠠڶᜎயຂٚΕԫીࢤΰconsistencyαࡉऄח ՂऱݔᔞࢤΰlegitimacyαਙრොΔژڇ࣍ඒΕᖂீΕᖂࡉڠᐋ్Δࠉ ᖕছ૪ᎅࣔΔᑑᄷٵ࣍૿ऱᓰ࿓Δඒᖂႚऱᓰ࿓Δေၦঞྒྷ᧭ऱᓰ࿓Δ ᑑᄷፖေၦհᣂএૠΔԾ։إٻࡉ֘ٻຑΙᑑᄷࡉඒᖂհᣂএΔא֗ඒ ᖂࡉေၦհᣂএ݁ኔਜΖᓰ࿓ૠऱຑࡉኔਜऱຑਢᓰ࿓ຑመ࿓ऱ
ຝ։ΰAnderson, 2002: 1-3; English & Steffy, 2001: 87-90; Miller, Herman, Garet,
Desimone, & Zhang, 2002: 24; NC Department of Public Instruction, 1999: 85αΔඒᖂ ࡉေၦհኔਜᣂএΔٍڶإٻࡉ֘ٻຑհܑΔױֺᅃᑑᄷፖေၦհֱڤΔף אᑑု࣍ቹ 3ΙᑑᄷፖඒᖂऱኔਜᣂএΔԫۖߢΔإٻຑऱᣂএΔ֘ٻຑ
ऱᣂএለ֟࿇سΖ
ڇᓰ࿓ຑऱߓอխΔඒᖂߓอփ୲ᑑᄷࢬᦀ೯Δփ୲ᑑᄷ᠏֏ګေၦΕ ᓰ࿓ඒޗࡉറᄐ࿇୶Δࠀፖփ୲ᑑᄷጹയຑΰPorter, 2002: 5αΔᏺၞᓰ࿓ຑΔ ᓰ࿓ऱֽؓ࠰ᓳΰcoordinationαࡉিऴᎲ൷ΰarticulationαٍڶᏁΰNC Department
of Public Instruction, 1999: 44-46αΔڼ؆Δᓰ࿓ຑԾڶࢬᘯऱֽؓຑፖিऴຑ
Δቹ 4 ऱޢԫଡᒢᙰז।ԫጟࡳऱຑΔګ༉ፖඒᖂઌຑΔඒᖂ։ܑፖڠ ࡉᖂऱေၦΕᑑᄷઌຑΔᖂऱေၦፖڠऱေၦઌຑΔᖂऱᑑᄷፖڠऱ ᑑᄷઌຑΔຍࠄຟਢিऴຑΙֽؓຑঞਢᖂऱᑑᄷፖေၦઌຑΔڠऱ ᑑᄷፖေၦઌຑΖڂڼΔڇભഏऱඒߛൣቼխΔຑਢߓอ֏Εᑑᄷ࠷ٻޏ
ऱு֨ᄗ࢚ΰPorter, 2002: 4-5αΖ
ၗٰྍǺঅׯԾ NC Department of Public Instruction (1999: 85)Ζ
3! ുൖڟᇁВ
ᑑᄷ
ඒᖂ
ေၦ
ኔਜ
ኔਜ
ᔆ൳ࠫ
إٻ
֘ٻ
ၗٰྍǺPorter (2002: 5)Ζ
4! ̫ൖჄܭڢൖ
Ёăኝాඕ۞̶ژሀёᄃ၁ᙋࡁտ
ʙăുൖڟ˷ٙᇁВ!
ભഏ 2001 ڣψړޢۯऄூωຏመא৵ΔףૹٺڠኔਜေၦΕᜎயຂٚ
ߓอፖփ୲ᑑᄷຑऱຂٚΔٵழᇠऄூऱᆖ၄ױࠌش܂ᓰ࿓ຑऱ։࣫Εઔ ߒΖؾছࠌش܂ຑ։࣫ΰalignment analysisαऱᑓڤૠڶ SEC ᑓڤΕWebb ᑓ ڤΕAchieve ᑓڤࡉ CBE ᑓڤΔࠡխ SEC ᑓڤࡉ Webb ᑓڤભഏऱڠඒߛ۩
ਙࡴ࠰ᄎΰCouncil of Chief State School Officersαࢬᗨᄕ࿇୶ΕྒྷᇢࡉᚨشΔ
Achieveᑓڤࡉ CBE ᑓڤঞ։ܑطاၴิ៣ Achieve ࡉഗ៕ඒߛ࠰ᄎΰCouncil for
Basic Educationαࢬ࿇୶Δૻ࣍ᒧ༏ΔאՀ᠃ಾኙ SEC ᑓڤࡉ Webb ᑓڤףאᎅ
ࣔΰCouncil of Chief State School Officers, 2003, 2004; Webb, 1999: 1-9αΚ )Ι*TFD Ԓ!
ءᑓڤ٤ጠψᆵኔऱᓰ࿓հᓳωΰThe Surveys of Enacted Curriculum, SECαΔط A. Porter ፖ J. Smithson ࢬઔ࿇Δࠌشு֨ᖂઝऱփ୲ఢೄࢨᑌࣨ
ΰcontent matrix or templateαၞ۩ᑑᄷΕေၦࡉඒᖂऱຑ։࣫Δࠀױࠌش܂ᖂ
ீΕᖂࢨڠհၴऱֺለΔᇠᑓڤᄐ࣍ԼԫଡڠࡉଡՕীऱຟؑᖂၞ۩ኔچ
ྒྷ᧭ࡉ᧭ᢞΖփ୲ఢೄڶԲଡᖂઝփ୲ऱ։ᣊٻ৫Δܛփ୲ᠲΰcontent topicsα
ေၦ ᑑᄷ
ᑑᄷ ඒᖂ
ေၦ Ў
ደ
ࡉᎁवޣΰcognitive demandαΰࢨਢᖂسቃཚऱ।αΔאᑇᖂࠏΔփ୲
ᠲױ։ڍޡᨏֱ࿓ڤΕլڤΕᒵࢤֱ࿓ڤΕᒵࢤЯࡉኲ၏ΕڍႈڤሎጩΕ Բڻֱ࿓ڤΙᎁवޣঞױ։ಖᖋΕዝق࿓ݧΕᄮຏᛵᇞΕঞЯᢞࣔࡉ ᇞެॺࠏ۩ࢤംᠲΖၞ۩ຑ։࣫ழΔขسᑑᄷࢨေၦऱᇷறΔطۯփ୲Ꮖ
ऱඒߛԳڇԲٻ৫ऱఢೄΔၞ۩ေၦᇢᠲࢨഗᄷរΰbenchmarkαऱᒳᒘΔ
ࠌشઌٵऱఢೄփ୲ᓳ۔ஃመװԫڣڇఄ్ඒᖂփ୲क़၄ऱழၴΔאขسඒᖂ փ୲ऱᇷறΖᆖመอૠ։࣫Δૠጩٺڣ్ٺᖂઝऱຑਐᑇΰalignment indicesα
อૠᇷறΔ༼ࠎ࣐࣍ᛵᇞऱփ୲چቹΰcontent mapsαࡉቹ।Δ༴ᢄඒᖂΕေၦ ࡉᑑᄷڇփ୲ֱ૿ऱฆࡉᣊۿࢤΔࠀ᎖א֮ڗऱᎅࣔΖSEC ᑓڤආشᄅڤጻᎾ ጻሁءۯΰInternet web-basedαऱᓳΕ։࣫ࡉܫߓอΔലױ૾܅ழၴࡉګءΔ ՕՕᏺףኙ࣍ٺጟլٵࠌشृऱᘣ२ࢤΰaccessibilityαΖ
)Π*Xfcc Ԓ!
ءᑓڤط N. Webb ࢬ࿇୶Δ܂ڠေၦࡉփ୲ᑑᄷٌյ܂ش࿓৫ऱ։࣫Δ
ࠌشᔆ֏ऱറ୮ܒឰΕၦ֏ᒳᒘࡉอૠ։࣫ΔբڶԼڍଡڠࠌشڇߢᢌΕ ᑇᖂΕઝᖂࡉषᄎᖂઝऱຑ։࣫ΖWebb ᑓڤط۟քۯඒஃ֗փ୲റ୮ᖜٚ
ေࡳृΔଡܑေࡳփ୲ᑑᄷऱؾᑑਢܡ֊ٽေၦऱޢଡᇢᠲΔଈ٣Δܒࡳփ୲ᑑ ᄷऱؾᑑࢨഗᄷរհवᢝ৫ΰdepth of knowledgeαΔࠀᒳᒘګԫ్۟Δ։ܑ
ਢڃᖋΕݾ౨Яᄗ࢚Εฃ৸ەࡉឩཋࢤ৸ەΔࠡᖙ܂ࢤࡳᆠڂᖂઝۖլٵΔࠡ
ڻΔေ۷ृࠉڠေၦऱޢଡᇢᠲΔެࡳז।ऱؾᑑࢨഗᄷរΔࠀေࡳᖂسݙګᇠ ᇢᠲऱवᢝ్ΰlevel of knowledgeαΖޢۯေ۷ृऱ࣠ႪԵᇢጩ।Δಳ᠋ޢଡ ᇢᠲऱᣂᜤࢤؾᑑΰcorresponding objectivesαΔא֗ਢܡᇠᇢᠲऱवᢝ్܅࣍Ε
࣍ࢨٵ࣍ᣂᜤࢤؾᑑऱवᢝ్Ζփ୲ऱေࡳࡉᒳᒘΔאอૠֱڤၞ۩Δข سᣊܑฤٽ৫ΰcategorical concurrenceαΕवᢝ৫ԫીࢤΰdepth-of-knowledge consistencyαΕवᢝᣂᜤᒤΰrange of knowledge correspondenceαࡉז।ऱؓᘝ ΰbalance of representationαጟຑਐᑑऱอૠࡉ।٨ܫΖ
ڂڼΔSEC ᑓڤΕWebb ᑓڤΕAchieve ᑓڤࡉ CBE ᑓڤጟຑ։࣫ऱ ᑓڤΔࠡຑ։࣫݁ڶݙᖞᣤ᠃ऱ࿓ݧΔطറ୮՛ิၞ۩ຑ࿓৫ऱܒឰΔ٦ࠌ شᔆ֏ࡉၦ֏ऱ։ֱ࣫ڤΔขسլٵऱຑਐᑑ।֗ቹقΔܑࠡڇ࣍ຑ
։࣫ਐᑑࡳऱլٵΔא֗ᔞشᒤऱլٵΔSEC ᑓڤࡉ CBE ᑓڤᔞش࣍ᑑ ᄷΕေၦࡉඒᖂऱຑ։࣫ΔWebb ᑓڤࡉ Achieve ᑓڤঞᔞش࣍ᑑᄷፖေၦऱຑ
։࣫Ζ
ʠăുൖڟဂᘌࠂՀ!
ڃઌᣂ֮ᇷறΔᓰ࿓ຑऱኔᢞઔߒױ։ࠟՕᣊΔรԫᣊᓰ࿓
ຑኔਜऱګயઔߒΔ܂ᓰ࿓ޏኔਜګயऱေ۷ፖଥإەΔֺለڰ ཚऱઔߒΔਢ᥆࣍൶ߒᚨܡኔਜᓰ࿓ຑऱઔߒΔࠀآᚨش່२࿇୶ऱຑ։࣫
ᑓڤΙรԲᣊေၦΕᑑᄷࡉඒᖂຑ։࣫հઔߒΔ२ڣࠐط࣍ኙ࣍ኔਜᓰ࿓ຑ
Օીբڶ٥ᢝΔྡྷរ᠏ٻ࣍ڕ۶ڶயၞ۩ᓰ࿓ຑΔՕຝ։ऱᄅᘋઔߒೣૹ࣍
ᓰ࿓ຑ࿓৫ऱ։࣫Δء֧֮૪հઔߒሎش SEC ᑓڤ֗ Webb ᑓڤΔאᛵᇞ ᓰ࿓ຑऱኔਜൣउΔᛀ᧭ᓰ࿓ຑ࿓৫ਢܡฤٽඒߛऄחհࡳΖ
)Ι*፞แ๖ᄂࢊޟԙਝंـ!
ᓰ࿓ຑམڇڍڠᐖऑආشΔ1983 ڣףڠمऄຏመא৵ၲࡨආشᓰ࿓ຑ
Δᇢቹ໌ທᓰ࿓ኔਜऱอԫࢤΰuniformityαΔףڠඒߛᨚૡࡳࡉנठࢬڶ
ᖂઝऱᓰ࿓ਮዌΰcurriculum frameworkαΔຍࠄਮዌፖբנठऱᑓิᓰ࿓ᑑᄷ ΰmodel curriculum frameworkαࡳԫऱփ୲Εࡳऱᓰ࿓ΕඒޗΕ೯Εݾ ౨Εኪ৫ࡉඒஃඒᖂګ༉ࢨؾᑑհྒྷၦΖףڠඒߛᨚٍ࿇୶ᙇᖗඒઝऱਐᑑΔ ൎᓳ৸ەΕംᠲᇞެࡉञᤜΕᤜᠲհᣂࣹΔٵழૹᄅଥૡ٤ڠࢤऱྒྷ᧭ֱூΔ אޓฤٽᄅऱᓰ࿓ਮዌࡉᑓิᓰ࿓ᑑᄷΖຍࠄܘԺࣔ᧩چ໌ທᓰ࿓ኔਜऱԫી
ࢤΔ܀սঅఎຝ։ᐘࢤ़ၴΔᖂ࿇୶ٺᖂઝऱଡܑᒤᡱ֗৵ᥛऱᇡาૠΔא ขسᓰ࿓ਐᖄঞࡉګ༉ᑑᄷΰMarsh & Willis, 1999: 254-256αΖ
Marshΰ1988αಾኙՂ૪ףڠխᖂீඒߛޏֱூၞ۩ઔߒΔࠡઔߒૹរڇ
࣍ᣂࣹޏګפऱᣂڂైΔא֗ຍࠄڂైኙ࣍ᖂسګ༉ࡉิ៣ګ࣠ऱᐙΔᇠ ઔߒᙇ࠷ԼԮࢬխᖂீᑌءΔၞ۩ཚԫᖂڣΕԿڃٽऱኔچᇷற፦ႃ࿓ݧΔ
፦ႃֱऄঞᨠኘΕජᓫ֗૿ᇷறᛀီΔ࣠ਐנޏֱூڇᄅᓰ࿓ֱٻΕඒ ᖂฃΕඒᖂറᄐ֮֏ޓᄅΕᖂீެፖ٦ທֱ૿ਢګפऱΖطՂۖՀΕփ୲ ᖄٻऱᓰ࿓ຑڇ 1980 ڣזףڠऱխᖂீױᎅਢڶயऱΔࠡᛩቼ౧Κ1.
ޏփ୲ਢಾኙࢬڶᖂسΔലؾছऱֱூ᧢ޓ٤Ι2.چֱኔਜመ࿓؆ຝᚘ ԺࢬᖿᚐΔܑਢྒྷ᧭ऱীڤΙ3.ޏऱփ୲ឩ୶۟ᖞଡᖂீΔץܶᓰ࿓Εඒઝ
Εඒᖂฃࡉྒྷ᧭ऱຑΙ4.ڠΕᖂࡉᖂீऱߡۥਢյᇖऱΙ5.چֱऱެመ
࿓ፖؾছऱዌਢյᇖऱΔۖլਢᤁٽऱΙ6.ޏൻਜᔞٽ࣍ᖂࡉᖂீΙ7.ᖄ
ृ౨ലࠡܘԺࠫ৫֏ڇᖂீࡳཚֱூխΰMarsh & Willis, 1999: 254-256αΖףڠࢬ ආشऱᓰ࿓ຑਢᑑᄷፖေၦΕඒᖂፖေၦऱإٻຑΔ٣ૡࡳᓰ࿓ਮዌΕᑑᄷΔ ٦࿇୶ඒઝਐᑑΔ່৵ݙګྒྷ᧭ֱூଥૡΔኔਜ࣠༼ࣙԱඒᖂ֗ᓰ࿓ऱᔆΖ ڼ؆ΔAguilera ፖ Hendricksΰ1996αಾኙᐚڠԿଡ৫ຆᒡΕ֟ᑇԳጟऱٲ ᖲᖂࢬኔਜᓰ࿓ຑհመ࿓ၞ۩ઔߒΔ፦ႃᔹᦰࡉᑇᖂऱᑑᄷ֏ྒྷ᧭ګᜎ܂
ֺለ։࣫ऱᇷறΔאܒឰᓰ࿓ຑऱኔਜਢܡڶயΔᖂආ࠷ऱඒᖂጥൻਜץ ਔᓰ࿓ຑΕჄᇖᓰ࿓ᆵࡉ൳ᖂس।Δࠡխᓰ࿓ຑऱޡᨏਢၞ۩ᓰ࿓ࡉ
ྒྷ᧭ऱֺለΔ٦ၞ۩ಮ؈ਐᑑΰmissing criteriaαऱჄᇖΔ۟ԼԲଡִא৵Δࠌ شᐚڠᖂᄐݾ౨ေၦΰTexas Assessment of Academic Skills, TAASαၞ۩ᖂسګ༉
ऱ൳Ζઔߒ࣠ઔߒਐנፖઔߒᖂீऱԿΕڣ్ᖂسհᔹᦰ։ᑇൕ
1993-1994 ڣ༼ 32%ΔᑑᄷፖေၦΕඒᖂፖေၦհ֘ٻຑᖄીᑑᄷ֏ګ༉ྒྷ
᧭ऱᏺףΔڂڼΔᓰ࿓ຑᎁਢ༼ࣙᖂسګ༉ऱړֱऄΔΰ֧۞ Liebling, 1997;
7αΖՂ૪Բଡᓰ࿓ຑऱઔߒΔᢞࣔڇࡳऱൣቼխΔᓰ࿓ຑኙ࣍༼ࣙᖂسᖂ
ګ༉ਢڶய࣠ऱΔױ܂ޏၞᓰ࿓ፖඒᖂհฃΖ )Π*ྥȃఀᏰڷຟ໔ޟ๖Ϸݙ!
ᓰ࿓ຑመ࿓ऱૹ᥆ࢤਢᇷறᖄٻΰdata-drivenαΔᖂீᇷறհ፦ႃؘᏁਢ ᐖऑऱΔ౨ᨃᖂீܒឰᇷறऱᚌរࡉૻࠫΖ࠰ܗᖂீ፦ႃᓰ࿓ຑऱᢞᖕΔ መװ 25 ڣאࠐΔඒᖂΕᑑᄷࡉྒྷ᧭ຑհઔߒբ࿇୶ڍᣊীऱՠࠠΔࠏڕᏆᖄ
۞ݺေၦᓳΕ୮९ᓳΕᖂسګ࣠ᓳΕඒஃറᄐኔᔌᓳΕඒஃኙᖂீཚඨ ᓳΕඒஃඒᖂփ୲ᓳം࠴Εඒᖂඒޗփ୲։࣫ࡉ༴૪ᑑᄷࡉေၦऱૹᦤ࿓৫ հຑਐᑇΰalignment indicesαՠࠠΰArmstrong & Suddards, 1999: 33-34; Porter,
2002: 3-4αΔٵழΔຑ։࣫Ոڶ SEC ᑓڤΕWebb ᑓڤΕAchieve ᑓڤࡉ CBE ᑓ
ڤױאሎشΰCouncil of Chief State School Officers, 2004αΔ։࣫ᑓڤࡉՠࠠଫᔆ
֏Εၦ֏ऱۥΔ࿇୶။ࠐ။ጲᒔΔመװऱઔߒՕຝ։ࠉᖕᖂسྒྷ᧭ګᜎ܂ᘝ
ၦᓰ࿓ຑਢܡګפऱਐᑑΔڇঞױࠌش։࣫ᑓڤ֗ՠࠠΔऴ൷ၞ۩ᓰ࿓ຑ
࿓৫ऱ։࣫ΔڇլٵઔߒխΔױࠉᏁᙇᖗᔞᅝऱ։࣫ᑓڤࡉՠࠠΖ
ឈྥᓰ࿓ຑऱګயڶڍઔߒ्ࡳΔ܀ਢڇኔᔌऱൣቼխΔᓰ࿓ຑਢܡ ױࠉᖕᓵݙ٤ᆵኔΔঞսڶጊംΔڼᓵፖኔ೭ऱ၏ΔᆖطՀ٨ऱຑ։
࣫᧩قΔᓰ࿓ຑڇભഏऱᆵኔսڶܘԺऱ़ၴΔᑑᄷΕඒᖂࡉေၦԿृݙ٤ઌ յ᠏ངΔڶශᆵΔࠀլਢױא១ݙګऱؾᑑΖ
1.փ୲ᑑᄷࡉေၦऱຑ։࣫
ભഏඒߛຝψലᑑᄷԵඒΚؾᑑ 2000 ٤૿ࢤޏኙඒᖂऱᐙωΰMoving Standards to the classroom: The Impact of Goals 2000 Systematic Reform on Instruc- tionαૠΔᇖܗભഏઔߒᖲዌΰAmerican Institute for Researchα࣍ 2000-2002 ڣ 6ִၴΔၞ۩ψڠᑑᄷऱփ୲ΕڠေၦࡉڠᑑᄷऱຑωΰContent of state standards and the alignment of state assessments with state standardsαΕψڠᑇᖂᑑᄷΚਙࡉඒ ᖂ֭གωΰState mathematics standards: Policies and instructional supportsαઔߒΔ ط R. Herman ፖ L. Desimone Գၞ۩փ୲ᑑᄷࡉေၦऱຑ։࣫հઔߒΔהଚࠌ ش SEC ᑓڤऱփ୲։࣫ՠࠠΔ։࣫ଡڠऱԮڣ్ᑇᖂᑑᄷࡉྒྷ᧭Δࠀ։࣫٤ഏ ᑇᖂඒஃࡡᄎΰNational Council of Teachers of Mathematics, NCTMαऱᑑᄷΔ طԿۯေ۷ृ։࣫ڠऱᑑᄷΔࠀאؓ݁ᑇૠጩΔڠऱྒྷ᧭ࡉ NCTM ᑑᄷঞڶԲଡ
ေ۷ृၞ۩։࣫ΰPorter, 2002: 6; Berger, Desimone, Herman, Garet, & Margolin, 2002; Miller, Herman, Garet, Desimone, & Zhang, 2002αΖ
ے2! ᆿລַඟු˞ൖ˷ٙĈάᆿ2000ʜБᆵደ˞ࠂՀ
ᆿລ ඟ! ! ු
ڠ B D E F B .37 .39 .37 .45 D .35 .37 .36 .40
E .36 .33 .43 .31
F .32 .35 .30 .41
NCTM .34 .40 .33 .47
ၗٰྍǺPorter (2002: 6)Ζ
। 2 ז।ڇؾᑑ 2000 ઔߒխΔڠᑑᄷࡉေၦຑऱ࿓৫Δڠऱټጠא B, D, E, F זᇆጠհΔኙߡᒵᑇଖז।ڠေၦࡉءߪᑑᄷհຑ࿓৫Δኙߡᒵא؆ऱᑇଖ
ֺለऱഗ៕ΔᓵՂΔኙߡᒵऱᑇଖᚨՕ࣍ኙߡᒵא؆ऱᑇᖕΖࠉઔߒ࣠Δ ڠփऱຑਐᑇؓ݁ਢ.40Δڠၴऱຑਐᑇؓ݁ਢ.39ΔE, F ऱڠփຑਐᑇՕ࣍
B, DΔڠྒྷ᧭ࡉ NCTM ᑑᄷऱຑਐᑇؓ݁ਢ.39ΖေၦࡉᑑᄷհຑΔՕຝ։א ڠᑑᄷದរΔࠀ൶ߒᑑᄷऱփ୲ࡉᒤਢܡژڇ࣍ေၦΔՂ૪ऱ࣠᧩قΔ
ଡڠऱຑ࿓৫հ༼ࣙսڶৱܘԺΔ֠ࠡᅝᑑᄷז।ᖞଡᏆΰdomainαΔྒྷ᧭
ਢᖞଡᏆࢼᑌऱᑌءΔሒګݙ٤ऱຑਢྤऄቃཚऱΔ܀ਢΔሒࠩऄחʳ ʳ ࢬޣհᑑᄷ࠷ٻޏΔኙߡᒵऱᑇଖսᚨՕ࣍ኙߡᒵא؆ऱᑇᖕΰPorter, ʳ 2002: 6αΖ
؆ΔWebbΰ1999αಾኙଡڠၞ۩ᑇᖂࡉઝᖂऱေၦΕᑑᄷຑઔߒΔࠡ
ࠌشՠࠠ Webb ᑓڤΖေ۷ृ༼ࠎڍࡳᐋ్ऱயᑑΔאܒឰवᢝऱ৫Ζ
ေ۷ृᚨشຍࠄயᑑ࣍փ୲ᑑᄷΔא۷ૠሒࠩؾᑑࢬᏁऱवᢝ৫Δࠌشઌٵऱ ܒឰवᢝ৫հயᑑΔࠉݧၞ۩ޢԫေၦՠ܂ऱေ۷ΔԿ۟նۯေ۷ࡳփ୲Ꮖ
ࡉࡳڣ్ऱฤٽ࿓৫Ζေ۷ृଈ٣ലေၦႈؾਢܡฤٽփ୲ᑑᄷऱฤٽ࿓৫ ᒳᒘΔհ৵Δ٦طᗑمऱေ۷ृᙇᖗܒឰऱᑌءፖࠡהေ۷ृ܂ֺለΔຍመ࿓୲
ေ۷ृॾ৫ऱေᦸࡉૹऱڃ㕘Δאૹᄅ܂ەᐞΖઔߒ࣠ڕ। 3Δଡڠऱ ᑑᄷΕေၦऱຑ։່࣫܅ 71%Δ່ 100%Δ݁၌መױ൷࠹հ່܅॰ាΖ ઔߒ։࣫ᒔᎁڠေၦࡉᑑᄷሒࠩਬጟ࿓৫ऱຑΔ܀ਢଡڠհၴऱຑ࿓৫լ ԫΔլٵڣ్ࡉઝؾڇլٵऱਐᑑյڶ࿓৫Ղऱ܅Δઔߒ࣠༼ࠎڠ܂ၞԫ ޡޏၞຑհەΖ
ے3! ᆿລַඟු˞ൖ˷ٙĈ̾ͲЎڟᆵደַࠋደߏս
Ў ደࠋ Б ᘸѿஒϫݙƦ ڣᘋݙʙؒƦ ڣᘋᘰᒒሒƦ ̈́ےڟᎋƦ
A ઝᖂ 3 87 77 90 97
8 92 75 89 89
ᑇᖂ 3 92 79 92 88
6 100 79 88 88
B ᑇᖂ 4 100 93 93 93
8 100 81 100 95 10 100 88 100 100
C ઝᖂ 4 100 84 100 100
8 96 84 100 100
ᑇᖂ 4 100 100 83 78
8 89 89 100 100
D ઝᖂ 3 83 83 88 92
7 88 71 85 92
10 90 79 81 85
ᑇᖂ 4 91 84 87 72
8 93 77 74 84
ؓ݁ 94 83 91 91
ၗٰྍǺWebb (1999: 18)Ζ
2.ඒᖂࡉေၦऱຑ։࣫
ભഏऱڠඒߛ۩ਙࡴ࠰ᄎհψڠေၦࡉᖂسᑑᄷٽ܂՛ิωΰState Col- laborative on Assessment and Student Standards, SCASSαፖψཎൈ߬ඒߛઔߒխ
֨ωΰWisconsin Center for Education Researchαٽ܂Δڇ 1999 ڣਞ֚ࠌش SEC ᑓڤၞ۩ཚԲڣऱψ։࣫ᑇᖂࡉઝᖂऱඒᖂΕᓰ࿓ΕᑑᄷհᄅՠࠠωΰNew tools for analyzing teaching, curriculum and standards in mathematics and scienceαઔߒૠ
Δࠐ۞քଡڠ 20 ଡᖂீऱ 600 ټඒஃΔݙګ༴૪Զڣ్ᑇᖂඒᖂփ୲ऱം࠴ᓳ
Δٵழၞ۩Զڣ్ᑇᖂေၦփ୲ऱ։࣫֗٤ഏඒߛၞޡေၦΰNAEPαԶڣ్
ྒྷ᧭փ୲։࣫Δڠऱټጠא H, I, J, K, L, E, O זᇆጠհΔઔߒ࣠ڕ। 4Ζ࣠᧩
قΔڠփऱຑਐᑇؓ݁ਢ.22Δڠၴऱຑਐᑇؓ݁ਢ.23Δඒᖂፖ٤ഏඒߛၞޡ
ေၦհຑਐᑇऱؓ݁ਢ.39Ζࠡխڶਬଡڠऱຑਐᑇ܅Δሒࠩ.05ΰBlank,
Porter, & Smithson, 2001: 1-7; Porter, 2002: 6-7αΔڇຍᇙױאࠩৰ࡛ࢡऱွΔ ඒᖂፖڠေၦऱຑ࿓৫܅࣍ፖ٤ഏඒߛၞޡေၦऱຑ࿓৫Δڂ٤ഏඒߛ
ၞޡေၦਢψړޢۯऄூωࠌش܂൳ٺڠᑑᄷ࠷ٻޏኔਜګயऱᑑ ઢΔ٤ഏඒߛၞޡေၦ࠹ࠩऱૹီ࣍ڠေၦΔຍਢᜎயຂٚࠫ৫Հऱ۞ྥ
ွΖ
ے4! ደַඟු˞ൖ˷ٙĈSCASSʤБᆵደ˞ࠂՀNAEP
ደ ඟ! ! ු
ڠ H J K L E O NAEP
H .35 .22 .19 .28 .21 .04 .38
J .34 .21 .18 .25 .20 .05 .38
K .42 .28 .21 .29 .25 .05 .39
L .36 .24 .19 .29 .22 .05 .40
E .39 .26 .17 .26 .24 .04 .38
O .35 .21 .16 .26 .20 .05 .38
ၗٰྍǺPorter (2002: 7)Ζ
ౙăኝాඕநኢ۞ෞژ
ڇᜎயຂٚߓอհՀΔᑑᄷΕඒᖂࡉေၦਢጹയຑऱ᧯ߓΔG. Wood ᎁ
ψऍ୯ޑᏢਠፐำङࡕϐ០Κόࢂ௲ࣽਜǴᗋԖ׳ख़ाޑྗϯෳᡍωΰ֧
۞ֱᐚၼΔ2001Κ16αΔڂڼΔᑑᄷΕඒᖂࡉေၦԿृਢᖂீሎ܂ऱഗءైΔᓰ
࿓ຑᓵ࿇୶۟վΔڶࠡإ૿யఛΔ܀ױ౨ขسڍ೫܂ش֗ጊᆠΔఃጵٽറ ୮ᖂृऱऄΔ༼נאՀऱေ࣫რߠΰEnglish & Steffy, 2001: 57-60, 87-97; Glat- thorn, 1999: 32-34; Liebling, 1997: 4-9; Marsh & Willis, 1999: 254-256; Wraga, 1999:
7-13αΚ
ԫΕᓰ࿓ຑൎᓳඒᖂ೯Ε૿ऱᓰ࿓ࡉྒྷ᧭ΕေၦհຑΔኙ࣍༼ࣙᖂ سᖂᄐګ༉ڶإٻऱயఛΔ܀ᓰ࿓ຑ൷࠹৫ܓ୭ޑᣂྒྷ᧭ਢေၦඒߛய౨հ
ؘΕڶயࡉऱֱڤΔᖄીඒߛփ୲ፖᖂᆖ᧭հా֏Ζ
ԲΕᓰ࿓ေᦸऱঞਢΔԳᣊ۩መ࣍ᓤᠧΔྤऄאԫऱ।ਐᑑᘝ ၦΔڍցऱᇷಛਢᏁऱΔ܀ਢᓰ࿓ຑא৫ܓ୭ޑᣂྒྷ᧭܂ਐᑑΔڶ ሔ֘ڍցਐᑑঞհጊᐞΖ
ԿΕᓰ࿓ຑቫᇢലቤऱᓰ࿓ࡉᆵኔऱᓰ࿓Δຘመඒᖂփ୲ऱྒྷ᧭Δሒࠩ
່ՕऱԫીࢤΖឈྥᓰ࿓ຑڶڍ֭ृΔ܀Ոڶڍ၈܅ृΔڍޅေृᎁ
،ਢڶ୭ऱᖲࠫΔ૾܅ඒஃऱ۞ࢤࡉ໌ທԺΔՈڶᖂृᎁղྒྷ᧭֜ڍᦞ ԺΔྒྷ᧭֧ᖄඒஃඒᖂΖ
Ε֘ٻຑᆖൄᇞᄕऱඒᖂ࠷ٻΔലᓰ࿓ؾᑑᆜ࣍ྒྷ᧭࿇୶ृࢨ ඒઝ܂ृ֫խΔۖॺඒߛԳ֫ՂΖᑑᄷ֏ګ༉ྒྷ᧭ԫࠀլီᖂسڇඒ
ᖂऱటኔေၦΔڂהଚਢᄐ֏ඒઝवᢝऱ࠷ᑌΔط࣍ຍଡطΔඒஃᆖ
ൄլᣋრދԵழၴࡉጲԺڇᓰ࿓ຑՂΔאᏺףᖂسྒྷ᧭։ᑇΖᕣጥڶڍઔߒ ᢞኔᓰ࿓ຑऱய࣠Δ܀ਢսڶᖂृࣄᡖጊऱኪ৫Δᎁ֘ٻຑመ৫ᤌࠡ
ய࣠Ζ
նΕᓰ࿓ຑൎᓳඒߛᖲᄎ݁ΕᜎயຂٚΔኙ࣍षᄎإᆠࡉඒߛᔆ༼ࣙΔ ڶإ૿რᆠΔ܀ਢᓰ࿓ຑ௫֗Օຝ։ᑑᄷ֏ྒྷ᧭ऱᎄشΔՈ༉ਢലൄᑓᅃྒྷ
᧭܂யᑑᅃྒྷ᧭հشΔڇඒߛګ࣠ऱᇞᤩՂᚨ᠃შΖ
քΕᓰ࿓ຑཚඨ۔ஃႉൕᑑᄷ֏ྒྷ᧭ऱᦞփ୲Δ୲࣐ທګەᇢ֧ᖄඒᖂ հွΔٵழ࢙ฃࠡהᓰ࿓ΰڕ৬ᤜᓰ࿓Ε֭ᓰ࿓αऱૹࢤΔآ٨Ե൶ಘᒤ ᡱΔᓰ࿓ऱփොլਢԼ։ݙᖞΖ؆Δᅝᑑᄷז।ᖞଡᏆΔྒྷ᧭ਢᖞଡᏆ
ࢼᑌऱᑌءΔሒګݙ٤ऱຑਢྤऄቃཚऱΖ
ԮΕᓰ࿓ຑऱመ࿓ឈྥਢጅऱΔؘႊڶݙ֭གߓอऱٽΔࠀᛧඒ ߛԳհᎁٵࡉፖΔᓰ࿓ຑթ୲࣐ګפΖ܀ਢᓰ࿓ຑऱ࿓ݧፖႚอՂᓰ࿓
࿇୶ऱޡᨏۖߢΔբ૾܅ࠡᓤᠧ࿓ݧΔ୲࣐ະԵא១ᖲඳڤՠ܂Δൕྒྷ᧭ݻ
ࠡփ୲ࡉݾ౨Ζ
ԶΕᓰ࿓ຑګயऱኔᢞઔߒឈڶڍΔ܀ਢڍೣٻ՛ᑌءऱᚨشࢤઔߒΔ սڶৱၞԫޡಾኙᓵऱփොࡉኔشࢤΔၞ۩ԵઔߒΔאݮګࠠڶޓഒኔഗ៕
ऱᓰ࿓ຑᓵΖ
߭ăୁϯᄃඕᄬ
ᓰ࿓ຑਢ 20 ધய౨ሎ೯Հऱᓰ࿓ขढΔழࠩվֲΔᜎயຂٚբਢᑪੌࢬ
ΔඒߛऱᜎயຂٚਢאؾᑑΕྒྷ᧭ΕਐᑑࡉᖿᚐଡైૹګٝΔඒߛ ᜎயຂٚመ࿓ΚԫΕ࿇୶ᓰ࿓ࡉփ୲ᑑᄷΙԲΕ࿇୶ୌࠄᖂઝץܶڇᜎயຂٚ
ߓอऱ٥ᢝΙԿΕ࿇୶ױᔾڶயऱྒྷ᧭ᖂسᓰ࿓ጲᑵऱေၦՠࠠΙΕ࿇୶ᖂீ
ᏺၞᖂسᖂऱڶயྒྷၦֱऄΙնΕ༼ࠎᖂீޏၞऱᑻᚐߓอࢨإ૿ᖿᚐΙքΕ
࿇୶܅।ᖂீऱᡕፆൻਜࢨտԵฃΰLadd & Zelli, 2002: 496αΖ່ึΔٺጟਙ
ࡉൻਜᝫਢڃូඒऱඒᖂᐋ૿Δթ౨ࠩၲक़࣠Δᓰ࿓ຑױᎅਢሒࠩ
ᜎயຂٚΕআၞඒߛᖲᄎ݁ऱڶயൻਜհԫΖ
Prattΰ1980αቫߢΚψӧׯᡂޑШࣚύǴόӸӧڰۓޑፐำωΰp. 31αΔ࣍
ݶຒ᧢ᔢऱषᄎΔᜎயຂٚհޣֲఛይΔᓰ࿓ޏբګᅝছૹᓰᠲΔۖ
ᓰ࿓ຑޓਢᛀ᧭ᓰ࿓ޏګயऱૹᓵΖݺഏᓰ࿓ຑऱઌᣂઔߒΔࡸ᥆ᄅ ᘋᏆΔഏ؆ᓰ࿓ຑऱઌᣂ֮Δױ༼ࠎڍەፖଗᢴΖጵٽઌᣂ֮ᇷறΔ ભഏ२ڣࠐᓰ࿓ຑऱᓵፖኔᔌΔኙ࣍ᓰ࿓ऱᓵፖኔ೭ڶאՀऱඔقΚ
ԫΕ༉ᓰ࿓ᓵऱࢤۖߢΔᓰ࿓ຑᓵ᥆࣍ኔشࢤᓵΔࠡආ࠷ߓอΕ อٽऱᨠរΔല૿ऱᓰ࿓Εႚऱᓰ࿓ࡉྒྷ᧭ऱᓰ࿓Կጟᓰ࿓ऱઌյᣂএΔ ףאᇡา൶ߒΔᨃڶૹᣂᜤऱԿጟᓰ࿓ΔࠡᣂᜤऱփොޓףཐΔኙ࣍ᓰ࿓
ኔ೭࿇ཀਐᖄΕ֧ᖄऱפ౨Ζܛࠌᓰ࿓ຑᓵڶڍૻࠫፖޅေΔ܀ਢࠉࠢᒤ ऱᨠរࠐΔ່ึऱᓵࠀլژڇΔޓړऱᓵڇٚ۶ழଢຟױ౨໌ທΔڂڼΔ ᓰ࿓ᓵऱ৬مΕ᧭ᢞࡉ٦࿇୶ڶࠡᏝଖፖؘࢤΔՈਢഏփඒߛױאၲࢷऱ ᖂႼچΖ
ԲΕ༉ᓰ࿓ቤऱ࠷ٻۖߢΔႚอՂ։࿓ݧࢤΕ༴૪ࢤࡉᄗ࢚ࢤ࠷ٻΔ ᓰ࿓ຑᓵऱຑ࿓ݧץਔإٻΕ֘ٻຑΔٵழ༿㍾ᑑᄷΕඒᖂࡉေၦԿृ
ઌյᣂএऱᄗ࢚ࢤਮዌΔലຑီ೯ኪऱመ࿓Δᣂ֊ᓰ࿓ቤऱาຝൻਜΔױ ᎅਢᘜٽ࿓ݧࢤΕ༴૪ࢤࡉᄗ࢚ࢤऱᓰ࿓࠷ٻΖխ՛ᖂᓰ࿓ޏൻਜऱቤࡉኔ ਜΔᚨ಼ᓰ࿓ຑᓵऱփොΔಾኙᓰ࿓ᑑᄷΕඒᖂΕေၦऱ᧯ߓΔຏᒌቤ
ەၦΔ৬مݙᖞऱΕߓอऱᖲࠫΔඒᖂΕေၦࡉྒྷ᧭ऱᘋԿֱࠀၞΔࠌޏ
ګய୲࣐ኦ᧩Ζ
ԿΕ༉ᓰ࿓࿇୶ࡉᘋۖߢΔᓰ࿓ຑᓵࠉڠΕᖂࡉᖂீլٵᓰ࿓࿇
୶ᐋ్Δၞ۩ᑑᄷΕඒᖂፖေၦհֽؓຑࡉিऴຑΔኙ࣍আၞඒߛᖲᄎ݁Ε
༼ࣙᖂسᖂᄐګ༉ऱֽᄷڶࢬܗఛΔਢለݙᖞऱᓰ࿓࿇୶ዌუΖᜎயຂٚழזऱ ᓰ࿓ᘋΔൎᓳࠠਗᖏࢤऱᑑᄷΔᖂீ؆ຝऱᘋᚘԺՕ࣍ᖂீփຝ۞࿇
ऱᘋԺၦΔ܀ਢᓰ࿓ຑᓵऱփොࠀآඈೈᖂீ۞࿇ऱᘋᑓڤհᔞشΔආ ش؆ຝΕփຝᑓڤࠀ۩ऱᖂீᓰ࿓ᘋᑓڤΖᓰ࿓ຑڇݺഏऱᚨشΔױࠉ٤ഏ ࢤΕᗼؑΕᖂீᐋ్Δၞ۩ֽؓຑࡉিऴຑΔዌګݙᖞऱᓰ࿓ຑጻΔଫ
؆ຝΕփຝऱᖂீᓰ࿓ᘋᑓڤΔሒګچֱ֗٤ഏඒߛؾᑑΔࠀ৬مᖂீᙄᖂ
ۥΖ
Ε༉ᓰ࿓ެࡳۖߢΔࠉᓰ࿓ຑᓵऱփොΔՕຝ։طڠެࡳڠᑑᄷፖေ
ၦΔࠡխေၦආᑑᄷ֏ྒྷ᧭ࢨေၦΔ۟࣍ඒᖂऱຝ։ץਔඒᖂ೯ΕඒᖂֱூΕ ඒޗΕᖂᖲᄎᑑᄷΔঞᖂΕᖂீΕඒஃެࡳऱᒤᡱΖؾছݺഏऱᓰ࿓ެ
ࡳֱڤΔطඒߛຝૡࡳᓰ࿓ጼΔඒᖂᐋ૿ঞچֱΕᖂீࡉඒஃऱެࡳᒤᡱΔ २ۿ࣍ભഏऱउΔ܀ਢݺഏֺለֶऱຝ։ਢᑑᄷ֏ྒྷ᧭ࢨေၦΕᖂᖲᄎᑑ ᄷՠࠠऱ৬مΔឈྥᑑᄷ֏ྒྷ᧭ࢨေၦڶڍរΔ܀ਢؾছַΔսਢᛧ
ለڍॾᘸऱড়ᨠՠࠠΔۖᖂᖲᄎᑑᄷঞਢᘝၦඒߛ݁ᄎ݁ऱૹਐᑑΔڶᏁ
ދԵழၴ֗ᆖ၄ၞ۩ઔ࿇Ζʳ
նΕ༉ᓰ࿓ေᦸᑓڤۖߢΔᓰ࿓ຑऱ։࣫ᑓڤՕຝ։طاၴิ៣ΰڕڠඒ ߛ۩ਙࡴ࠰ᄎΕഗ៕ඒߛᖂᄎαࢬᗨᄕ࿇୶Δආ࠷ᔆ֏Εၦ֏ऱড়ᨠֱڤΔ ᘜٽؾᑑᑓڤΕ؆ᎎᑓڤΕ૪ᑓڤေᦸᑓڤऱរΔਢᓰ࿓ຑ࿓৫։࣫ऱ ڶயՠࠠΔ༼ࣙԱᓰ࿓ေᦸऱড়ᨠࢤࡉֆإࢤΖؾছݺഏڇᓰ࿓ေᦸΕ։࣫ऱኔ ਜֱ૿ΔսྥೣૹࠌشႚอऱࠢᒤΕᑓڤፖֱऄΔኙ࣍ᓰ࿓ຑհড়ᨠऱ։࣫ઔ ߒለֶΔᓰ࿓ຑ։࣫ऱᔆ֏Εၦ֏ᄅՠࠠհ֧ၞࡉࠌشΔኙഏփᓰ࿓ေᦸ
֗։࣫ऱኔਜΔڶࠡ૰֊ᏁΔٵழഏփᓰ࿓റᄐิ៣ᚨڇຑ։࣫հઔߒފዝ ૹऱΕറᄐऱߡۥΔ࿇ཀᓰ࿓ᔆ༼ࣙऱංंܗᣴய࣠Ζ
քΕ༉ᓰ࿓ኔਜऱ֭གߓอۖߢΔᓰ࿓ຑഗ࣍ᜎயຂٚΕᔆ൳ࠫΕԫી
ࢤࡉऄחՂऱݔᔞࢤਙ᥆ࢤΔٍᏁᓰ࿓ຑૠΕᆖ၄ΕᇷᄭΕิ៣ጥΕ ᢞᖕ࠷ٻެΕඒߛԳറᄐ࿇୶Εᎁٵࡉፖ֭ག᧯ߓऱ࠰ܗΔᓰ࿓ຑֱ
౨ᆵኔං೯ΖڂڼΔഏփڇං೯ᓰ࿓ޏࢨᄅழΔᚨ٣ᒔمᄅऱխ֨৸უࢨ ਙ᥆ࢤΔ಼ᓰ࿓ຑऱᑓڤΔᖕאቤࡌ٤ऱᓰ࿓ֱூΔ٦ەၦઌᣂᐙڂ
ైΔઔᚵݙᖞऱ֭གߓอΔދԵߩജᇷᄭΔᜍቤऱᓰ࿓ࡉᆵኔऱᓰ࿓հ၏Δ אኔᓰ࿓ޏऱუΖ
ഏփإၞ۩ഏاխ՛ᖂڣԫᓰ࿓ޏΔ܀ਢขسڍऱംᠲࡉञᤜΔඒ ߛຝᦹ࣍ᄅᓰ࿓ऱᎲ൷ംᠲΔ࣍ 2002 ڣ 12 ִऱ٤ഏઝᖂඒߛᄎᤜխؒΔലઔ ߒආ࠷ψഗء౨ԺᛀࡳωΔࠀ࣍՛ԿΕ՛քΕഏԿԿଡڣ్ᖂسऱഏΕᑇᖂΕ
ԿઝኔਜΔݦඨ༼ࠎഏ՛ࠩഏխऱᎲ൷ᓰ࿓ᇖඑඒᖂࠌشΖຍᑌऱؒ
مܛ֧ದषᄎᐖՕऱಱΔขسڍᔆጊΔඒߛຝ٦৫ֆၲᑢΔࡸৱᐉშઔᤜΔ آೈٺጊᐞছΔլᄎ၉ྥኔਜΖຍᑌऱዌუΔאྒྷ᧭܂ᛀ᧭ᓰ࿓ޏګயΕ ኔਜᇖඑඒᖂհشΔڶࠡإ૿ய࣠Δ܀ਢڕ۶ೈՕฒऱጊᐞΔࡸڶৱ᠖Ζຍ ᑌऱࠃٙס᧩ഏփᓰ࿓ޏऱംᠲΔڶயऱᓰ࿓ຑഗ៕Δᓰ࿓ऱؾᑑፖඒ ᖂΕေၦڶࠄๅᆏΔ֧ದՕฒऱլڜፖᔆጊΔڕ࣠౨ജڇᄅᓰ࿓ኔਜছΔࠉᖕᓰ
࿓ຑऱᓵΔݔቤᓰ࿓ऱؾᑑፖඒᖂΕေၦऱയ֊ຑΔ৬مࡌ٤ൻ ਜΔᄅᓰ࿓ኔਜऱٵழ᎖אড়ᨠΕֆإऱګயေ۷ֱڤ֗ᓰ࿓ຑ࿓৫ऱ։࣫Δ
ေ۷ኔਜګயਢܡฤٽড়ᨠऱᜎயຂٚᑑᄷΔࠀڇၞ۩ऱመ࿓խլឰၞ۩ᛀီፖ ଥإΔ྇֟ञᤜፖᔆጊΔᄅᓰ࿓ऱუګפᆵኔհױ౨ࢤലᄎՕ༼Ζᓰ࿓ຑ
ᓵऱᘋದΔኙ࣍ᓰ࿓ޏऱං೯ΔױᎅਢࠠڶૹՕऱრᆠፖඔقΖ
ठᖴǺགᖴԢεᏢࣂྦྷ௲ӧࡹε܌Ȩፐำፕᚒࣴزȩޑ௴วǹӜ ቩہ܌ගٮޑᝊཀـǴᡣҁЎޑϣ఼׳укჴǴҙᖴוǶ
ણ҂͛ᚥ
ֱᐚၼΰ2001αΖ፞แ౩፣ᇄᄂΖႂΚᣝ֮֮֏Ζ
ࡌිହΰ2002αΖᓴڇᓰ࿓ᓵΛᓰ࿓ޏխऱᓵፖኔ೭ംᠲΖҳᇃѕৱጒᏰ
ᏰൢȂ26Δ1-16Ζ
ᓐضΰ2001αΖ፞แ८ᄂᡛоंـี࣏ਲ਼ᐃޟ፞แ८ΖፕקΚնতΖ
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