Pedagogical Discussion on Issue-based Education Application of Deming’s Quality Philosophy
Compared to the national curriculum standards of 1964 and 1993, which only emphasize the academic subjects, Grade 1-9 Curriculum Guidelines in 2000 incorporated 7 major issues into the school curriculum. The 12-year Basic Education Curriculum Guideline in 2014 continues the policy of issue-based education. This article aims to explain the development and the alteration of issue-based education in different curriculum guidelines era, followed by the discussion of the pedagogical attempts of issue-based education. Several changes of the policy are observed: the status of major issues was eliminated; the amount of issues in the curriculum guidelines increased rapidly; the curriculum guidelines of issues were replaced by lists of contents, and the philosophy and the teaching models of issue-based education were illustrated in the Appendix II of domain-specific curriculum guidelines. The pedagogical attempts of issue-based education are addressed with gender equity education as an example. The author argues that the pedagogic work of teachers to build a socially inclusive pedagogy is central to issue-based education. Creating more places for students with diverse backgrounds and recognizing and valuing diverse knowledge and ways of knowing will foster a critical engagement with the knowledge, values and voices of all students.
|關鍵詞||十二年國民基本教育、性別平等教育、課程綱要、議題教育、12-year basic education、gender equity education、curriculum guidelines、issue based education|