An Analysis of Curriculum Alignment Theory: The Relationship among Curriculum Requirements, Instruction and Assessment
課程連結理論之探究：課程標準、教學與評量之關係
- Keyword：
- Curriculum alignment、Curriculum theory、Accountability / 課程連結、課程理論、績效責任
Volume 50 No.1 - 2004-03-31
On the Problems in Experimenting with Curricular TransformationWen-Jing Peter Shan
論革新課程實驗之難成 單文經
The Debate over the Application of “Paradigm” in Curriculum StudiesPing-Kwan FOK Hin-Wah Wong
課程領域中應用範式概念之爭議霍秉坤、黃顯華
An Analysis of Curriculum Alignment Theory: The Relationship among Curriculum Requirements, Instruction and Assessment Chih-Feng Lai
課程連結理論之探究：課程標準、教學與評量之關係 賴志峰
H. M. Kliebard's Curricular History Studies and Their ImplicationsHorng-Ming Jong
H. M. Kliebard的課程史研究及其啟示鍾鴻銘
From Neo-Marxism to Post-structuralism: Reconceptualizing Sociological Studies of CurriculumChin-Ju Mao
從新馬克思主義到後結構主義--課程社會學研究的再概念化卯靜儒
An Evaluation Study of the Grade 1-9 Coherent Curriculum Program Employed by Elementary Schools in Northern TaiwanKing-Ching Hsieh
國民小學九年一貫課程試辦成效之綜合評鑑--以桃竹苗地區為例謝金青
A Study of the Developmental Model and Practical Guidelines for Technology-Integrated Instructional Design for Elementary and High School TeachersHsin-Yih Shyu Yen-Chen Lin
中小學教師資訊融入教學發展模式及檢核工具之研究徐新逸、林燕珍
Using Picture Books to Teach Prospective Teachers How to Manage Their ClassroomsChien-Hsing Wang
繪本教學在師資培育上的應用--以「班級經營」為例王千倖
- Summary
- Chinese Summary
- Reference
- Scholarly references
This article analyzes curriculum alignment theory in terms of the relationship among curriculum requirements， instruction and assessment. The analysis focuses on the following themes of curriculum theory: (1) origin and development; (2) definition and assumptions; (3) frameworks， typology， dimensions， and models; (4) related empirical studies; (5) theoretical critiques. Finally， the author discusses some implications of curriculum alignment theory.
課程連結（curriculum alignment）理念的起源可追溯到19世紀。經過系列研究，J. Rice認為當時的美國教育缺乏目標澄清和是否達到學習效果的評量，E. Thorndike進一步提出遷移理論，後來，學者將連結視為遷移理論的一種型式。1980年代，洛杉磯西南實驗室與洛杉磯的學校合作改進學生表現時，創造「課程連結」一詞，在1980-1990年代，美國許多州和地方學區採取「課程連結」作為推動有效能學校的措施之一。美國2001年「帶好每位孩子法案」（No Child Left Behind Act）規定，各州必須發展與州標準相連結的測驗，並以學生在測驗上的成就表現作為判斷學校和學區之績效責任。首先，本文探討課程連結理論的起源與發展，其次，界定其意義與假定，再針對該理論的架構、類型、面向和模式等內涵加以闡述，再次，提出連結分析模式和實證研究，最後，提出評析與啟示。
