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篇名
大學法、師資培育法與師範學院課程的轉型歷程:以臺東師院為例
並列篇名
The Curriculum Transformation of Teachers College under University Law and Teacher Education Law: The Case of National Taitung Teachers’College
作者 王前龍
中文摘要
民國76年師院改制時適用於舊「大學法」,規定由教育部訂定大學共同科目與各學系之必修科目表,而學院需有三系以上使臺東師院分成五系,但仍依據「師範教育法」培養包班制國小教師,並遵循部訂「師範學院各學系科目表草案」,共有普通課程74學分、教育專業課程44學分,各自的專門課程僅30學分。民國83年新《大學法》規定大學在法律範圍內享自治權,東師亦適用之。同年《師資培育法》規定師範校院與設置教育學程之大學同為師資培育機構,且規定國小教育學程下限為40學分,由各校自訂報教育部核定實施,專門科目則自行認定。因而,東師逐步將教育專業課程自主規畫50學分,內含類似舊普通課程的教學基本學科20學分,多於部定下限10學分;而舊普通課程中32學分因應「大學共通必修科目表」之廢止而發展通識課程,其餘22學分由九系各自發展如綜合大學般的專門科目。民國91年《師資培育法》賦予教育部以學分與科目表統一規範師培大學教育專業課程之權限,且據以核定中學師資類科專門課程,惟仍無國小師資類科專門課程之規範。隔年東師改制大學,通識課程縮減為28學分、專門課程提高為60學分,且重新定位為「師資培育之大學」並將教育專業課程調為法定下限40學分,惟多系陸續轉型為非師培學系至民國103年方完成。
英文摘要
"According to the old University Law applied during the restructuring of Teachers Colleges in 1976, the 'Compulsory Subject Lists' of universities and of each department should be set by the Ministry of Education. Besides, based on the regulation that college must have more than three departments, so Taitung Teachers College was divided into five departments, but still based on the Normal Education Law to follow the Ministry’s 'Draft Table of Subjects for Teachers’Colleges' to cultivate whole-subjects elementary school teachers. There were a total of 74 credits for general courses and 44 credits for education majors, while specialized course for each department was only 30 credits. The new University Law in 1983 stipulates that universities shall enjoy autonomy within the legal scope, which was also applied to Taitung Teachers’College. The Teacher Education Law stipulated that teacher colleges and universities that set up teacher education programs were both teacher education institutions, and only stipulated that the minimum program was 40 credits, in which the education majors courses should be report to the Ministry of Education for approval and implementation, while the specialized courses were open for self-recognition. Therefore, Taitung Teachers’College gradually planned 50 credits of education major courses, which contained 20 credits of basic teaching subjects similar to the old general courses, more than the minimum set of 10 credits. The 32 credits of the old general courses were transformed to liberal education courses corresponded to the abolishment of 'University Common Compulsory Subject Table.' The remaining 22 credits were developed by each of the 9 departments for specialized subjects like a comprehensive university. specialized courses for middle school teacher education, but there was still no standard for specialized courses for elementary school teacher education. The Taitung Teachers’College was reconstructed into university in 2003, the liberal education courses were reduced to 28 credits, and the specialized courses were increased to 60 credits. It was also repositioned as a 'university of teacher education' and the teacher education courses were adjusted to the statutory lower limit of 40 credits. However, many departments transformed into non-teachers-education department was not completed until 2013."
起訖頁 131-155
關鍵詞 師範學院大學自主師資培育法師培課程課程史teachers college university autonomy Teacher Education Lawprogram of teacher educationcurriculum history
刊名 台灣教育研究期刊  
期數 202112 (2:6期)
出版單位 台灣教育研究院
該期刊-上一篇 多元教學策略於師資培育「職業教育與訓練」課程之教學實踐研究
該期刊-下一篇 雙語教育在師資培育課程的問題之探析
 

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