| Summary: | 回顧臺灣師資培育課程的歷史，在不同時期總會產生特定的懸缺課程。這些懸缺課程所蘊含的政治、社會和文化意涵，以及其對師資培育課程革新的啟示，值得加以探討。基於此，本研究乃以「懸缺課程」作為理論工具，一方面，藉此理解美國師資培育課程改革史中曾經存在的懸缺課程；另一方面，則對臺灣師資培育課程革新進行反思。為達上述研究目的，本研究分為四部分進行探討：首先，探討懸缺課程的概念內涵；其次，借鑑美國師資培育課程改革史，對懸缺課程的歷史意涵進行分析；接下來，經由美國經驗與臺灣現況的對話，針對與懸缺課程有關的重要議題進行探討；最後，根據上述分析結果，提出對臺灣師資培育課程革新的啟示。
behind null curriculum and how that implicated the innovation of
teacher education curriculum were worth to be discussed. Based on the statements above, this study used the null curriculum as a theoretical tool to understand the null curriculum that existed in the history of teacher education curriculum reform in U.S., and reflect the teacher education curriculum reform of Taiwan. To achieve the above purposes, this study was divided into four parts: (1) To discuss the concept of null curriculum; (2) To
analyze the historical content of null curriculum based on the history of teacher education curriculum reform in U.S.; (3) To explore the important issues related to null curriculum
through the dialogue between the experience of U.S. and the situation of Taiwan; (4)To provide the implications of teacher education curriculum of Taiwan according to the above results.
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