curriculum rationale 中文意思是什麼

curriculum rationale 解釋
課程理念
  • curriculum : n. （pl. curriculums, -la ）1. （一個學校，專業，或學科的）全部課程。2. （取得畢業資格等的）必修課程。
  • rationale : n. 理論的說明；基本原理；理論基礎 （of）。
  1. Both earlier f. bobbitt ' s activity analysis and w. w. charters " job analysis, or later the famous tyler ' s rationale, they all did their best to pursue efficiency, objectivity, forecast and control. from the mid - 20th century on, the structure - functionism research of curriculum was strongly influenced by the political and ideological analysis of curriculum

    ，他回答這一問題的技術理性和科學主義模式對整個20世紀的課程研究產生了深遠的影響，無論是從早期博比特的活動分析法、查特斯的工作分析法，還是到后來著名的泰勒原理，都努力追求效率與客觀化，追求預測與控制。
  2. Theories, literature, as well as the rationale stated in the national curriculum guide suggests that the three curricular components should be further organized to make it more life - based

    不論從課程總綱、生活課程基本理念或有關文獻看，藝術與人文、社會、自然與生活科技，皆宜打破原學習領域界限，組成統整、有意義而能夠培養在生活中學習之能力的課程。
  3. In chapter two, the author starts with three parts on the context of the frame of the sts curriculum and the rationale of curriculum development. first, sts is not a simple model or distinct theory of science and technology education, rather, it is a science and technology education reform movement with many different purposes, perspectives, starting points and historical context

    首先，我們從sts教育理論的發展、界定、課程目標、課程性質與特點、課程與信息技術等角度研究sts教育的理論和思想，說明sts教育並不是一種科學教育的簡單模式或者一種非常清晰的科學教育理論;它是一種具有不同目的、不同視角、不同出發點以及不同的歷史背景的科學教育改革運動。
  4. In the end, scientific management theory not only lends rationale to the management system, but challenges the system with different difficulties. in the fourth section, in light of the theory of organization structure and organization culture, the dissertation first analyzes that the management system is shaped by school organization structure from two aspects : the labor division and sectionalization of school organization as well as the division of power in school organization. on one hand, although the school system based upon the discipline division is effective and clear in responsibility sharing, it cannot adapt itself to the demand of curriculum integration and overall development of learners

    第四部分借鑒組織結構和組織文化的一般理論，首先從學校組織的勞動分工及部門化、學校組織的權責分配兩方面分析了學校組織結構對學校課程管理的影響，認為學校以學科劃分為基礎的勞動分工雖然具有提高效率和明確責任的意義，但不能適應學校課程綜合化和學生全面發展的要求；集權傾向的學校權責分配雖然有利於統一領導和協調，但妨礙了教師參與學校課程管理和發展的積極性和創造性的發揮。
  5. Teachers " participation is a tendency of curriculum theory after the criticize of the tyler rationale

    教師的課程參與是「泰勒原理」受到質疑之後許多課程觀所追求的理論旨趣。
  6. This dissertation is composed of five chapters : the value judgment of sts curriculum development, the frame of the sts curriculum and the rationale of curriculum development, the action of curriculum and the instrumental products of the development, teaching and learning with technology in the background of science and society, the management of curriculum

    論文共有五個部分:課程開發的意義;基本理論和開發的思路;課程開發和實施;課程開發中的信息技術教學;課程的管理和保障。第一部分對以信息技術為視角開發sts課程的背景和意義進行了論證。
  7. Scientific curriculum research paradigm such as tyler rationale seeks to develop value - free curriculum product, and characters " teacher - proorf. it result in the lose of curriculum adaptation and the failure of curriculum change

    以「泰勒原理」為代表的科學主義的課程研究範式以開發價值中立的課程產品為最終追求，體現出濃厚的「防教師」的性格，導致課程適應性的喪失，課程變革的理想難以落實。
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