作　　者： ;

机构地区： 香港中文大学

出　　处： 《北京大学教育评论》 2004年第2期75-87,共13页

摘　　要： 要进一步完善课程与教学改革 ,我们必需加强理论与实践的对话。本文第一部分探讨课程与教学理论与实践之间的关系 ,以及两者出现差距的原因 ;第二部分探讨实践者研究 (或教师研究 )作为强化理论与实践的对话之一个取向 ,并根据有关文献探究 ,将实践者研究的目的、与学术研究的关联、沟通方式组成一个初步架构 ,亦会讨论香港一些实践者研究 (如行动研究 )的例子 ;第三部分探讨课程与教学理论工作者的研究取向如何在实践层面有助于课程与教学改革 ,并对学术的理解 ,以及大学与学校建立伙伴关系的定位作一审视。 To further improve curriculum and instructional reforms, we need to strengthen the dialogue between theory and practice. This article is divided into three parts. The first part explores the relationship between curriculum and instructional theories and practices as well as reasons behind the discrepancy between theory and practice. The second part discusses the practitioner research (or teacher research) as one of the approaches for reinforcing the dialogue between theory and practice. This part refers to Zeichner and Noffke's literature review and formulates an initial framework based on the components of purposes, relevance with academic research, and modes of communication. Examples of practitioner research (e.g., action research) in Hong Kong will be discussed. The third part highlights how the research approach of experts on curriculum and instructional theories (scholars) enhances curriculum and instructional reforms as well as examines the understanding of scholarship (e.g., Boyer's scholarships of discovery, integration, application and teaching) and the orientations of university and school partnerships.

关 键 词： 教学改革 课程改革 教师专业发展 多元智能理论 理论研究 教学实践

领　　域： [文化科学] [文化科学] [文化科学] [文化科学] [文化科学] [文化科学]