题名

證據本位與教學研究

并列篇名

Evidence-Base and Research on Teaching

DOI

10.6384/CIQ.200704.0053

作者

簡紅珠(Hung-Chu Chien)

关键词

證據本位 ; 教學研究 ; 學課研究 ; 設計實驗法 ; evidence-base ; research on teaching ; lesson study ; design experimental approach

期刊名称

課程與教學

卷期/出版年月

10卷2期(2007 / 04 / 01)

页次

53 - 63

内容语文

繁體中文

中文摘要

近來英美兩國的政策決定者與實務工作者對於教育研究的品質與實用性,產生不少質疑。他們呼籲教育要有一種重視證據的文化。基於證據本位教育研究提倡者的主張,本文嘗試描述證據本位教育研究的意涵,並闡示研究者(包括教師為研究者)如何能將研究與教學實際結合,以產生更多實效證據。

英文摘要

Questions about the quality and relevance of educational research have recently been raised by policy makers and educational practitioners in UK and the United State. They call for a culture in which evidence is valued. Based on the claims of evidence-based educational research advocators, this article tries to depict the meanings of evidence-based educational practices including research on teaching, and to illustrate how researchers (including teachers as researchers) can link their research to teaching practices to produce more pragmatic evidences.

主题分类 社會科學 > 教育學
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被引用次数
  1. 陳昭宇(2018)。素養導向的體育課程與教學:證據本位實務的思考。課程與教學,21(2),111-140。
  2. 林意雪,左榕(2023)。運用Lee Shulman教學推理與行動模式分析國小教師國語教學知識之轉化。師資培育與教師專業發展期刊,16(1),57-84。
  3. 舒緒緯、陳新豐、李雅婷(2015)。屏東教育大學教育學系課程地圖建構之探究。教育研究與發展期刊,11(1),109-134。
  4. (2013)。證據本位政策分析對師資培育政策制定的啟示。教育研究月刊,234,30-43。