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Please use this identifier to cite or link to this item: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/38744

Title: 從Giroux的批判教育學觀點反省課程改革中的教師角色
Reflecting Teachers' Role in Curriculum Reform from Giroux's Critical Pedagogy
Authors: 王嘉陵
Contributors: 國立臺灣海洋大學:教育研究所
Keywords: 批判教育學;課程改革
critical pedagogy;curriculum reform;Giroux
Date: 2003-06
Issue Date: 2016-11-03T06:22:15Z
Publisher: 教育研究資訊
Abstract: Abstract:This paper aims to discuss teachers' role in curriculum reform from the view of Giroux's critical pedagogy. It tries to connect the critical language and probability language of critical pedagogy with Grade 1-9 Curriculum in Taiwan.
  At first, the paper reflects on teachers' tasks through "counter-text", "the politics of difference" and "counter-memory" from the perspective of a post-modernist border pedagogy. Secondly, it examines intellectuals' and teacher's characteristics, as well as discusses how teachers can be transformative intellectuals, which is the teachers' ideal model according to Giroux's theory. Finally, based on the critical pedagogy from Giroux, the article tries to present some assumptions about what roles teachers should take and give some suggestions for teacher education in the future.
Relation: 11(3), pp.3-21
URI: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/38744
Appears in Collections:[教育研究所] 期刊論文

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