Journal of Curriculum Studies (Mar 2008)
從課程理解到課程知識的實踐：以統整個案教學於「經營管理理論與實務」課程發展為例From Understanding to Practice: Integrating Case Method into the Curriculum Development of Business Management Theory and Practice
Abstract
本文旨在分析某科大統整個案教學於「經營管理理論與實務」課程發展的脈絡，說明統整的課程發展必須是建立在教師課程的理解與動態的基礎之上，才能將教師的課程知識在課程發展歷程中加以轉化與實踐，進而形成教師的新課程立論基礎；教師課程知識的持續學習與研究，必能在課程知識實踐過程中，符應社會與學生需求的動態發展；讓教師能從動態課程發展與教學的實踐循環發展中，透過課程知識的再概念化，以形成新的課程理解，並進一步改進個案教學的設計與歷程等。 The purpose of this study is to share the dynamic process and practical experiences of the curriculum development in a university of technology. This paper also hopes to help teachers improve their professional skills and research abilities such as business management knowledge, curriculum knowledge, curriculum understanding, instruction effectiveness, and the abilities of transforming theories and their knowledge into practice. Furthermore, it is hoped that this research can help teachers monitor students’ own learning methods to become creative and independent learners with problem solving abilities to meet the real world. This study is also trying to analyze the meaning of the case method when integrated in the business management curriculum and its status quo in three areas, namely, the efficient operation and management of the case method, the remarkable curriculum implementation and the integrated learning experiences of the dynamic curriculum development process. Most importantly, this paper hopes to offer teachers some insights and possible solutions through their re-conceptualization of curriculum contents based on students’ feedbacks. Suggestions for further reform and the innovation of a creative teaching design and a dynamic curriculum development process are also made to upgrade the business management education.
