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探索統整課程:
安大略省教育部語言課程文件的批判分析
第二章: 統整課程的歷史-文獻探討
2-1 case
(1) Katherine Sorel: interdisciplinary
(social studies & science)
A. explore the common themes of people and planet
B. exposed to real world connections
draw personal meaning
C. interests to learn increase
*Shaundra Boyd: connections retain information
(2) Arsland and Saka: biology & language
increase English language skills for L2 learners
第二章: 統整課程的歷史-文獻探討
2-1 case
(3) Anna Chronaki: teaching mathematics through art
A. concept of symmetry & Roman tile mosaics
B. Ss more engaged in critical thinking
(4) Okhee Lee: multidisciplinary
(writing & science)
A. creating miniature wind and rain machines
B. writing about these process in a formal and
structure manner
C. increase in writing and comprehension scores
第二章: 統整課程的歷史-文獻探討
2-1 case
(5) Asheveille and Buncombe: interdisciplinary
mathematics through dance
planets of the solar system through modern dance
*Edward Fiske: pairing of mathematics and languages
with various arts increase students
success as well as the academic and
personal efforts
第二章: 統整課程的歷史-文獻探討
3. Knowledge retention
(1) Beane: learning
endless array of facts and skills that are unconnected,
fragmented and disjointed
V.S.
interaction with the environment & what we
experience becomes integrated into our system of
meaning
student-centered, integrated approach to learning
is necessary to internalize info, creating meaning,
and demonstrate retention
第二章: 統整課程的歷史-文獻探討
3. Knowledge retention
(2) Case & Myers:
conceptual understanding is the foundation for
learning
Ss are likely to forget info if it is not linked to a larger
concept
less is more: less facts, to allow for the retention of
more concepts
(3) Alfred North Whitehead
inert K: ideas that are merely received into the mind
without being utilized or tested
第二章: 統整課程的歷史-文獻探討
3. Knowledge retention
(4) David Perkins:
not contribute to their endeavors and insights
in real complex situations
第二章: 統整課程的歷史-文獻探討
3. Knowledge retention
(4) John Dewey:
stop turning pupils into cyclopedias of useless info
(5) Shirley Engle:
ground-covering fetish: Ss use rote memorization to
absorb as many as facts as possible
(6) Walter Parker: to solve above problems:
perceive learning as “the progressive construction of
understanding” rather than the warehousing of facts
第二章: 統整課程的歷史-文獻探討
3. Knowledge retention
(7) Case & Wineburg:
Ss learn and retain info more when they can apply it to
their own contextual frame of reference
by personalizing info, Ss recognize why it is
significant and become more likely to apply it within
other contextual settings
rather than executing many curriculum expectations
but not provide a methodology
第二章: 統整課程的歷史-文獻探討
3. Knowledge retention
(8) Case: through integrated curriculum
A. all lessons promote comprehension, connections,
and justification promote understanding in Ss
B. Demonstrate the interrelations of the individual
disciplines Ss become more likely to retain and
apply their knowledge
第二章: 統整課程的歷史-文獻探討
4. criticism:
(1) feel isolated from co-workers (Hood & MacMillan)
(2) higher burnouts compared to those who did not
employ (Simms)
(3) the way in which integrated curriculum programs are
implemented (Russell and Burton)
ex: many educators incorporate environmental studies
and outdoor education
questions arose about the quantity and quality of
learning that could take place outdoors
第二章: 統整課程的歷史-文獻探討
4. criticism:
(4) a distrust because the priority of the teacher still
remained to produce high test scores to receive funding
(Dawson)
(5) James Beane discuss three major criticism of integrated
curriculum
A. knowledge is called forth when it is relevant rather
than when it is convenient, the need for subject
teachers entirely dissolves
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B. not every curriculum expectation is taught
C. integrated curriculum will destroy the integrity of the
individual disciplines of knowledge
第二章: 統整課程的歷史-文獻探討
5. Susan Drake:
C. brainstorm activities / create a concept web to
connect like ideas
D. finalize the KNOW, DO, BE (KDB) and use it as an
umbrella for the unit.
E. create a rich assessment (KDB & curriculum
expectations from multiple subject areas.
F. create 2-3 big questions and organize daily instruction
around them. Use a, “zoom lens” on certain
curriculum expectations
G. create daily instructional activities that reflect the big
questions so students can achieve the KDB & perform
formative assessments (ex. checklists, observations
第二章: 統整課程的歷史-文獻探討
5. Susan Drake:
benefits:
A. an increase in critical thinking skills
B. a decrease in student behavior issues
C. more engaged as the info was relevant to them, thus
positively impacting retention
D. improved collaboration
E. better differentiated their lessons
第二章: 統整課程的歷史-文獻探討
7. differences:
Drake: interdisciplinary
recognizes the existence of the individual disciplines
teacher directed in nature
rely on curriculum expectations
Beane: transdisciplinary
perceive Drake’s model as multidisciplinary
refutes the existence of the individual disciplines
and curriculum expectations
student interest
the relevant information is exposed and T force
trivial expectations to become eliminated
第二章: 統整課程的歷史-文獻探討
8. Similarities:
(1) promise student engagement
(2) the retention of knowledge
(3) the development of the whole person.
第一章