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臺東縣國小學校本位課程發展及學校本位教師進修之研究

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表        次  表  2-1  國內外學者對「學校本位課程發展」意義彙整表…………………………7  表  2-4  國內外學校本位課程發展與學校本位教師進修相關研究歸納表………..37  表  3-2  受訪對象背景資料一覽表…………………………………………………..45  表  3-4  研究者個人經歷……………………………………………………………..49  表  4-1  學校願景本位課程及教師本位進修彙整表………………………………..64  表  4-2  受訪者對學校本位課程發展及學校本位教
圖            次
表  2- 1  國內外學者對「學校本位課程發展」意義彙整表(續)  詹見平  (2002)                                學校本位課程發展係指學校為達教育目的並解 決    學校層級的教育問題,以學校為主體,由學 校成員包括校長、行政人員、教師、學生、家長 與社區人士等共同參與,以學校的情境及資源為 基礎,並依據教育原理所進行的課程發展之歷程 與結果。  林佩璇      (2004)                                  依據學生所在的地區及學
表  2- 4  國內外學校本位課程發展與學校本位教師進修相關研究歸納表(續)                                      強、欠缺圖書經費、校外資源不足、 缺乏評鑑機制。    5.教師方面:教師多以講述教學為主, 並配合不同的活動引導學生,需教師 理念影響課程設計。  曾巧如    (2000) 國民中小學學校本 位課程發展策略之 研究-以嘉義縣市 為例  1.九年一貫課程改革強調學校本位課程發展。   2
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