Educational Research Journal



課程統整和教師的專業發展:香港小學個案研究

2007.第22卷第1期(Vol. 22 No. 1).pp. 69–91
 

課程統整和教師的專業發展:香港小學個案研究

Curriculum Integration and Teachers' Professional Development: The Case Studies of Hong Kong Primary Schools

陳健生(Jacqueline Kin-Sang CHAN)

摘要

本文旨在探討小學教師在實施課程統整時所遇到的衝擊,並其所經歷的專業發展。研究結果顯示教師在實施的過程中,對課程的取向和學生的需要有較多的關注,但是,教師仍有不少的疑慮和不確定感,尤其是對學科內容的取捨感到疑惑。研究也發現教師的專業發展仍局限於學科課程,顯示課程統整在香港小學實施時,仍要面對學科壁壘的困難。

關鍵詞:課程統整;教師專業發展;小學課程

Abstract

This paper aims to explore what challenges teachers had met and how they developed themselves professionally as they implemented curriculum integration in their own schools. The results of the study illustrate that teachers had become more concerned about the orientations of the school curriculum and their students' needs. However, teachers had worries and uncertainties during the process, especially in the decision of selecting teaching contents. It is also found that teachers' professional development was restricted within the area of subject teaching given the prevalence of subject curriculum in schools. If curriculum integration is to be implemented in the primary school contexts in Hong Kong, the problem of subject barricades should not be neglected.