校本课程发展与教育行动研究

王建军; 黄显华

校本课程发展与教育行动研究

香港中文大学教育学院

若以术语的出现时代看，教育行动研究出现要比较本课程发展为早; 但教育行动研究在40年代至50年代兴盛一段时间后，曾被冷落了一段时间（在教育界)，它重新被教育界重视并在世界范围内广为接受，则在70年代以后（陈惠邦，1998), 而校本课程发展的兴起和漫延，也正是在这一时期。
如果按照常见的关于“行动研究”的宽泛定义--—-教师为改善实践而进行的“活动”—--“集体审议”应该属于“研究”之列。
“行动科学”在许多方面与“行动研究”相同，但Argyris等避免使用“行动研究”一词，主要原因是他们认为行动研究已经偏离了Lewin等人努力的方向——将“研究（知识)”与“行动”结合起来，不再以知识的构建为追求; 他们的努力方向仍是两者并重，所以称“行动科学”(Argyris，Putnam， & Smith，1985)。
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- 文章访问数: 217
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出版历程
- 收稿日期: 2001-03-01
- 刊出日期: 2001-06-01

摘要

注释:

1) 若以术语的出现时代看，教育行动研究出现要比较本课程发展为早; 但教育行动研究在40年代至50年代兴盛一段时间后，曾被冷落了一段时间（在教育界)，它重新被教育界重视并在世界范围内广为接受，则在70年代以后（陈惠邦，1998), 而校本课程发展的兴起和漫延，也正是在这一时期。

2) 如果按照常见的关于“行动研究”的宽泛定义--—-教师为改善实践而进行的“活动”—--“集体审议”应该属于“研究”之列。

3) “行动科学”在许多方面与“行动研究”相同，但Argyris等避免使用“行动研究”一词，主要原因是他们认为行动研究已经偏离了Lewin等人努力的方向——将“研究（知识)”与“行动”结合起来，不再以知识的构建为追求; 他们的努力方向仍是两者并重，所以称“行动科学”(Argyris，Putnam， & Smith，1985)。

HTML全文

图 SBCDl：Skilbeck(1983)的校本课程发展模式

下载: 全尺寸图片幻灯片

图 SBCD2：OECD(1979)的校本课程发展模式

下载: 全尺寸图片幻灯片

图 EARl：Kurt Le衍n行动研究模式

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图 EAR2：Dave Ebbutt的教育行动研究模式

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