| 英文摘要 |
The purpose of this study was to explore the implications of Senior Syllabus 2001of Home Economics implemented in Queensland, Australia. Document analysis and field visit were used to collect and verify data for investigation. Home Economics in Australia could be regarded as a new subject because it was not included in the Eight Key Learning Areas of K-12 Curriculum Guidelines 1996. The contents of exploration included rationale, global aims, general objectives, language education, quantitative concepts and skills, course organization, learning experiences, areas of study, assessment and so on. This paper concluded five implications of the syllabus that depicted as follows: (1) The practical rationale, aims, and objectives presented in the syllabus make home economics as a powerful prototype in curriculum to promote the development of knowledge economics. (2) The course organization within the syllabus is full of flexibility. (3) Home Economics is an integrative subject to promote the learning of communicative skills, quantitative concepts, and the other Key Learning .Areas in the school curriculum that it focuses on the well-being of individuals and families in everyday activities. (4) Learning experiences developed in the syllabus provide students with multi-perspectives to deal with the well-being of individuals and families in everyday activities. (5) Learning activities tend to be assessment oriented due to the QSA pay more attentions to post-hoc analysis among teaching, learning, and assessment. Moderation is a powerful strategy to ensure effectiveness of students' achievement related to Home Economics. |
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