114 學年度第 1 學期教育學系課程與教學碩士班吳俊憲教師課程設計研究課程大綱

課程簡介 Course Introduction
開課年度學期 Year / Term	114 學年度第 1 學期
開課班級 Department	教育學系課程與教學碩士班教育系課程碩合
授課方式 Instructional Method	課堂教學、英語
課程電腦代號 Course Reference Number	112020
課程名稱(中文) Course Title(Chinese)	課程設計研究
課程名稱(英文) Course Title(English)	Study of Curriculum Design
學分數/時數 Credit Hours	3 / 3
必(選)修 Requirement / Elective Course	選修
授課老師 Instructor	吳俊憲
助教 Teaching Assistant
上課時間 Meeting Time	星期一，節次6、7、8
上課教室 Classroom	A312
Office Hours

獲獎及補助情形 Awards and Grants

聯合國永續發展目標 (SDGs跨域類別) Sustainable Development Goals, SDGs

SDGs 04.	優質教育：確保有教無類、公平以及高品質的教育，及提倡終身學習
SDGs 11.	永續城鄉：建構具包容、安全、韌性及永續特質的城市與鄉村

課程目標 Learning Objectives

This course is designed to guide graduate students in developing a deep understanding of the theoretical foundations, policy contexts, and practical applications of curriculum design. Beginning with the historical development of curriculum theory, it explores the impact of the curriculum scientific movement since the 20th century, enabling students to grasp the origins and trends of contemporary curriculum research. The course further analyzes the concepts, theoretical orientations, and models of curriculum design, focusing on four core elements: objectives, selection, organization, and evaluation, while also addressing perspectives and approaches to curriculum implementation. In addition, it examines the development and characteristics of Taiwan’s elementary and secondary curriculum guidelines, exploring curriculum standards, policies, instructional unit planning, and classroom-level practices, as well as the professional role of teachers in curriculum development.
Course Objectives:
1.Understand the fundamental concepts, theoretical orientations, and developmental trends of curriculum design.
2.Master the core elements of curriculum objectives, content selection, organization, and evaluation.
3.Analyze similarities and differences between Taiwan’s curriculum policies and international curriculum development, and engage in critical thinking.
4.Cultivate the ability to research and practice curriculum design, thereby enhancing professional competence in education.
5.Develop a broad perspective and propose curriculum design strategies that integrate both theory and practice.

先修 ( 前置 ) 課程 Prerequisite

無。

彈性教學規劃 Flexible Teaching/Planning Schedules

＊本課程實施16+2週彈性教學方案，其中第17、18週之彈性規劃如下：

自主學習

課程大綱 Course Syllabus
週次 Week	課程單元大綱 Unit	教學方式 Instructional Method/Style/Teaching Style	參考資料或相關作業 References or Related Materials	評量方式 Grading
1	1.Introduction to the course and the significance of curriculum design research；2.Explanation of course objectives, instructional methods, and assessment criteria；3.Understanding the role of curriculum design in educational research and practice	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation
2	1.The historical development of curriculum theory；2.The origins of the curriculum scientific movement；3.The evolution and influence of 20th-century curriculum theories	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
3	1.Fundamental concepts of curriculum design；2.Curriculum objectives and educational philosophy；3.The relationship between curriculum design and social, cultural, and learner needs	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
4	Theoretical orientations of curriculum design: (I) Traditional subject-centered orientation and learner-centered orientation	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
5	Theoretical orientations of curriculum design (II): Social reconstructionist orientation and integrated/interdisciplinary curriculum design	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
6	Setting curriculum objectives: Curriculum objectives and Bloom’s taxonomy, analysis of competency-based curriculum objectives	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
7	Selection and organization of curriculum content (I): Principles of content selection, scope and importance of instructional materials	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
8	Selection and organization of curriculum content (II): Curriculum organization models (spiral, linear, integrated, etc.), learning progression and coherence	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
9	Curriculum Evaluation: Theories and Methods of Curriculum Evaluation	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
10	Curriculum Implementation and Classroom-Level Practice: Instructional Unit Design and the Teacher’s Role in Curriculum Implementation	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning tasks
11	Models of School-Based Curriculum Development	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning task
12	Curriculum Leadership and Professional Learning Communities	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning task
13	The History of Curriculum Guidelines in Taiwan: Curriculum Standards/Guidelines and Curriculum Policies	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt	Class discussion participation, learning task
14	International Trends in Curriculum Development: OECD 21st Century Key Competencies	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt.	Class discussion participation, learning task
15	Practical Seminar on Curriculum Design (I): Curriculum Integration, Interdisciplinary Design Cases and Applications	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt	Class discussion participation, learning task
16	Practical Seminar on Curriculum Design (II): Curriculum Integration, Interdisciplinary Design Cases and Applications	Lecture、Discussion、Problem-Based Learning (PBL)	Self-compiled handouts and ppt .	Class discussion participation, learning task
17	Self-directed Learning	Select a curriculum design topic/issue/project and complete a self-directed learning assignment	Self-compiled handouts and ppt .	Submit Assignment
18	Self-directed Learning	Select a curriculum design topic/issue/project and complete a self-directed learning assignment	Self-compiled handouts and ppt .	Submit Assignment

單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
編號 No.	校核心能力 School Core Competencies	符合程度 Degree of conformity
1	公民力 (Citizen)	5
2	自學力 (Self-learning)	5
3	資訊力 (Information)	5
4	創造力 (Creativity)	5
5	溝通力 (Communication)	5
6	就業力(Employability)	5

單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
編號 No.	類別 Category	系核心能力 Department Core Competencies	符合程度 Degree of conformity
01	系所	能應用課程與教學領域的專業知能，進行文獻與實務的省思與批判	5
02	系所	能統整課程與教學理論與實務知能，進行研究、思考與批判	5
03	系所	能探究課程與教學議題並進行論文發表	5

單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
編號 No.	院核心能力 College Core Competencies	符合程度 Degree of conformity
1	探究能力	5
2	語文與溝通能力	5
3	創新與實踐能力	5
4	專業知能	5

教科書或參考用書 Textbooks or Reference Books

館藏書名 Library Books

備註 Remarks

黃政傑（2005）。課程思想。冠學文化。
黃政傑（2024）。課程設計。東華。
甄曉蘭（2004）。課程理論與實務—解構與重建。高等教育。
李子建、黃顯華（1996）。課程—範式、取向和設計。五南。
甄曉蘭（2007）。課程經典導讀。學富。
Henderson, J. G. & Hawthorne, R. D. (1995). Transformative curriculum leadership. Englewood Cliffs, N. J.: Prentice-Hall.
Oliva, P. F. (2001). Developing the curriculum (5nd ed.). New York: Longman.
Pinar, W. F. (Ed.). (2003). International handbook of curriculum research. N. J.: LEA.
Skilbeck, M. (1984). School-based curriculum development. London: Paul Chapman.

※請尊重智慧財產權，不得非法影印教科書※

※ Please respect intellectual property rights and do not illegally photocopy textbooks. ※

教學方法 Teaching Method
教學方法 Teaching Method	百分比 Percentage
討論	30 %
講述	20 %
問題導向學習	30 %
文獻導讀與分享	20 %
總和 Total	100 %

成績評量方式 Grading
評量方式 Grading	百分比 Percentage
課堂參與	20 %
個人/小組書面報告	30 %
出席狀況	10 %
作業撰寫	20 %
個人/小組口頭報告	20 %
總和 Total	100 %

成績評量方式補充說明

1.The instructor will highlight key concepts in each class; students are expected to actively participate in class discussions and share their individual ideas.
2.For article or topic readings, the instructor will provide materials in advance. Students are required to preview these readings and, individually or in groups, present the key points (a presentation must be prepared and uploaded to the group before class). Students should also raise questions for further discussion or reflection during class.
3.Class schedule and content may be adjusted by the instructor based on actual circumstances; any changes will be communicated in advance.
4.The final assignment requires submission of an individual research paper. Students should extend their exploration of important topics covered in the course, supported by references. The paper should be approximately 3,000 words or less.

課程大綱補充資料 Supplementary Material of Course Syllabus