Curriculum change: a study of the implementation of General National Vocational Qualifications
Curriculum change: a study of the implementation of General National Vocational Qualifications
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课程变革：国家通用职业资格实施的研究
DOI：
10.1080/0958517032000137649
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
J. Higham
中科院分区：
文献类型：
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作者：
J. Higham
本文着重于课程改革，特别是课程团队对新课程引入的反应，以及实证研究结果对我们理解课程实施和改革的启示。讨论的案例是GNVQ的第二个版本。这一讨论是基于对十所学校和大学的22个课程团队在两年时间里收集的数据的分析，这是ESRC资助的项目的一部分。第二版国家职业资格证书的综合评估模式是一种评估的课程强化作用，它与资格的覆盖面和标准有关，而不是与课程的设计有关。从理论上讲，课程团队被赋予了很大的范围来开发和提供适应当地情况的课程。本文探讨了如何解释课程团队对引入本课程的反应的不同和相似模式，并指出了三种广泛的方法：实施、适应和同化，将这些反应与不同课程团队成员的现有经验和专业知识联系起来。本文借鉴语言学领域的概念，提出了“课程领域”和“课程下领域”的概念，认为课程实施需要更多地考虑课程团队的课程下领域。
This article focuses on curriculum change, in particular on course team responses to the introduction of a new curriculum and on the implications of empirical findings for our understanding of curriculum implementation and change. The case discussed is that of the second version of GNVQ. The discussion is based on an analysis of data collected across twenty-two course teams in ten schools and colleges over a two-year period as part of an ESRC-funded project. The model of comprehensive assessment of the second version of the GNVQ is one in which the curriculum reinforcement role of assessment related to the coverage and standards of the qualification but not to the design of courses. Theoretically, significant scope was accorded to course teams to develop and provide courses that responded to local contexts. The article explores how patterns of difference and similarity in course team responses to the introduction of this curriculum might be explained and indicates three broad approaches: implementation, adaptation and assimilation, relating these responses to the existing experience and expertise of members of the various course teams. The article draws on concepts from the field of linguistics to put forward the notions of ‘curricular fields’ and ‘sub-curricular fields’ and suggests that curriculum implementation needs to take greater account of the sub-curricular fields of course teams.