台北市立師範學院八十九學年度博士班研究生入學考試試題

科    別：國民教育研究所

科    目：英文教育名著

考試時間：一百分鐘

 

  注意：一、不必抄題，作答時請將試題題號及答案依照順序寫在答案卷上。（於本試題紙上作答者，不 予計分）

        二、請以中文說明下列各題短文的要旨，並以中文申論您對該文的看法。

 

一、

    Every study or subject thus has two aspects: one for the scientist as a scientist; the other for the teachers a teacher.  These two aspects are in no sense opposed or conflicting.  But neither are they immediately identical.  For the scientist, the subject-matter represents simply a given body of truth to be employed in locating new problems, instituting new researches, and carrying them through to a verified outcome.  To him the subject-matter of the science is self-contained.  He refers various portions of it to each other; he connects new facts with it.  He is not, as a scientist, called upon to travel outside its particular bounds; if he does, it is only to get more facts of the same general sort.  The problem of the teacher is a different one.  As a teacher he is not concerned with adding new facts to the science he teaches; in propounding new hypotheses or in verifying them.  He is concerned with the subject-matter of the science as representing a given stage and phase of the development of experience.  His problem is that of inducing a vital and personal experiencing.  Hence, what concerns him, as teacher, is the ways in which that subject may become a part of experience; what there is in the child's present that is usable with reference to it; how such elements are to be used; how his own knowledge of the subject-matter may assist in interpreting the child's needs and doings, and determine the medium in which the child should be placed in order that his growth may be properly directed.  He is concerned, not with the subject-matter as such, but with the subject-matter as a related factor in a total and growing experience.  Thus to see it is to psychologize it.  (25%)

(原文引自John Dewey, The Child and the Curriculum)

  

二、

        Probably the most obvious conclusion that one reaches in reading the instructional leadership literature is that there is a considerable contrast between descriptions of the preferred role for school principals in the areas of curriculum and instruction and chronicles of how these executives actually behave.  On the normative end of the continuum, those who discuss educational administration maintain that instructional leadership is a "fundamental tenet" of the job.  Principals also report that they should spend more time on those aspects of their jobs related to technical core operations (curriculum and instruction) than they currently do.  For example, Alvy and Coladarchi (1985) and Krajewski (1978) find that both novice and experienced elementary and secondary principals rate instructional leadership as their ideal top priority work area.  In addition, principals also place professional development in the area of instructional leadership at or near the top of their needs lists.

        A large discrepancy is evident, however, when one moves from statements about the importance of instructional leadership for school executives to actual descriptions of how they spend their time.  To begin with, evidence from teachers leads one to conclude that they do not view instructional leadership as the primary responsibility of principals, do not see much evidence of instructional leadership on the part of principals, and are reluctant to accept principals as instructional leaders.  Studies of teachers and their work report a virtual absence of administrative instructional leadership.  Self-reports from principals also reveal that instructional leadership activities are not heavily underscored in schools.  (25%)

  

三、

        Content standards (or curriculum standards) describe what teachers are supposed to teach and students are expected to learn.  They provide clear, specific descriptions of the skills and knowledge that should be taught to students.  As a report to the National Education Goals Panel define them, "those 'skills' include the ways of thinking, working, communicating, reasoning, and investigating that characterize each discipline.  That 'knowledge' includes the most important and enduring ideas, concepts, issues, dilemmas, and information of the discipline."  A syllabus containing the content standards of each school district or state should be easily available to students and parents, so that the school's expectations are well understood.  A content standard should be measurable, so that students can demonstrate their mastery of the skills or knowledge; if mastery of the standard is neither measurable nor demonstrable, then it is probably so vague that it has little meaning or value for teachers and students.

 

        Content standards should be specific enough to be readily understood by teachers, parents, students, and others.  They should be clear enough so that teachers know what students are supposed to learn and can design lessons to help them learn what is expected.  In the absence of clear content standards, each teacher and each school must figure out what students are supposed to learn.  Under such circumstances, students with educated parents and schools in affluent neighborhoods get a richer curriculum than students from poor families in poor neighborhoods; more gets taught in well-to-do schools, and the gap between students grows larger because they are not offered equal education opportunities.  (25%)

 四、

        Explanations of human behavior have generally favored unidirectional causal models emphasizing either environmental or internal determinants of behavior.  In social learning theory, causal processes are conceptualized in terms of reciprocal determinism.  Viewed from this perspective, psychological functioning involves a continuous reciprocal interaction between behavioral, cognitive, and environmental influences.  The major controversies between unidirectional and reciprocal models of human behavior center on the issue of self influences.  A self system within the framework of social learning theory comprises cognitive structures and subfunctions for perceiving, evaluating, and regulating behavior, not a psychic agent that controls action.  The influential role of the self system in reciprocal determinism is documented through a reciprocal analysis of self-regulatory processes.  Reciprocal determinism is proposed as a basic analytic principle for analyzing psychosocial phenomena at the level of intrapersonal development, interpersonal transactions, and interactive functioning of organizational and social systems.  (25%)