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毫舒富
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1 Chinese Journal of Science Education 2003,, , 11(2), paradigm transition, 2002b, 1998 systems paradigm

2 , 1998;, 1988; systems theory, 1993; Bertalanffy, 1973; Briggs & Peat, 1984, 1989; Mayr, 1997; Gleick, 1987; Jantsch, 1980; Pagels, 1982; Prigogine & Stengers, 1984; Lovelock, 1979; Wilson, , 2000;, 2000; 1,, 2002c 1993 information theory fractal theory 1.

3 213 organicism 2. VS 3. What do we want from the curriculum? What does the curriculum system, where we are one of the participants, want for itself? 4.

4 214 4 America 2000: An Education Strategy1991, 2002b

5 praxis multifaceted matrix to be explored 5 information C curriculum Hhuman being Iinformation C =HI C = fhit

6 216 Hoagland & Dodson, () Shannon Wiener1961 Shannon (1)

7 217 (2) (3) DNA () 1 1. (1) Briggs & Peat, (2) (3)

8 node 5. connection

10 220 breakthrough renewal Hoagland & Dodson, () () Information-with-Information integration III knowledge-with-self integration KSI self-with-self integration SSI self-with-world integrationswi unknown-information-withunknown-information integrationuiuii unknowninformation-with-knowledge integration UIKI knowledge-withknowledge integrationkki (1) UIUII UIUII UIUII (2) UIKI --- UIKI UI K

11 221 UIKI KKI UIKI UIKI UIKI (3) KKI UIUI IUIKI KKI UI K UI K () SWI SSI KSI III UIUII (UIKI) KKI 3

12 222 knowing the why and why-why about integration 3 () fractal Mandelbrot

13 selfsimilarity fractal dimension Briggs & Peat, 1984, 1989, 1995;, 1995;, X 1 Y 1 X 2 Y 2 Y 2 Y 1 X 1 X 2 X n 3. () self-similarity Briggs & Peat, 1989

15 Briggs & Peat, , 1999 (),

16 () 1. 2.,

17 ()

18 ()

19 229 Einstein, 2001 Einstein () 6 7

20 ()

21 evolveevolution microevolution macroevolution Mayr, 1997 macroevolution Richard Dawkins 1976 The Selfish Gene meme c

22 b entropy, Boltzmann Shannon , 1997, 1998, , 8(4), , 2000, a, 2002b, 45(2), , 9,

23 a 26. Hoagland, M., & Dodson, B. (1995). The way life works. New York: Times Books. 27. Huang, Y. Y. (1995). Teachers' experiencing b and reflecting on curriculum integration as an approach to teacher change. Unpublished doctoral dissertation, The Ohio State University,, Columbus, Ohio. 10(1), c 28. Jantsch, E. (1980). The self-organizing universe: Scientific and human implications of the emerging paradigm of evolution. New York: Pergamon. 29. Lovelock, J. E. (1979). GAIA: A new look at life on earth. Oxford: Oxford University. 30. Mandelbrot, B. (1982). The fractal geometry of nature. San Francisco: W. H. Freeman. 31. Mayr, E. (1997). This is biology: The science of the living world. Cambridge: Belknap Press of Harvard University Simon and Schuster. 21. Bertalanffy, L. V. (1973). General system theory: Foundations, development, applications. New York: George Braziller. 22. Briggs, J., & Peat, F. D. (1984). Looking glass universe: The emerging science of wholeness. New York: Simon and Schuster. 23. Briggs, J., & Peat, F. D. (1989). Turbulent mirror: An illustrated guide to chaos theory and the science of wholeness. New York: Harper Collins. 24. Gleick, J. (1987). Chaos: Making a new science. New York: Penguin. 25. Dawkins, R. (1976). The selfish gene. Oxfoed: Oxford University. 32. Pagels, H. R. (1982). The cosmic code: Quantum physics as the language of nature. New York: 33. Prigogine, I., & Stengers, I. (1984). Order out of chaos: Man s new dialogue with nature. New York: Bantam. 34. Shannon, C. E. (1948). A mathematical theory of communication. Bell System Technical Journal, 27, U. S. Department of Education (1991). America 2000: An education strategy. Washington, D. C.: U. S. Department of Education. 36. Wiener, N. (1961). Cybernetics. (2 nd ed.) Cambridge: M.I.T. Press. 37. Wilson, E. O. (1998). Consilience: The unity of knowledge. New York: Alfred A. Knopf.

24 234 Re-knowing Integrated Curriculum and the Systemfractal Model for the Development of Integrated Curriculum: Searching Another Way Out Yi-Ying Huang Institute of Teacher Education, National Chengchi University Abstract The Taiwan educational enterprise, official and academic, have been participating, planning and facilitating curriculum integration for more than five years. Based on the worldview transiting to systems paradigm, this paper aims to reconceptualize integrated curriculum and construct the system-fractal model for integrated curriculum development. The follows are successively explored or interpreted: (1) the main thoughts of systems paradigm; (2) the knowing based on the human-centered and systems-centered worldviews; (3) the re-knowing about the existence of curriculum, integrated curriculum, and curriculum development from the viewpoints of systems paradigm and information theory; (4) the curriculum development model of integrated curriculum constructed from the systems perspective; (5) the fractal characteristics of an integrated curriculum system, and the revivification and formation of the system-fractal model; (6) the principle for human beings to apply the system-fractal model into practice; and (7) the re-knowing on searching another way out for knowing. Key words: Fractal Theory, System-fractal Model, Systems Paradigm, Information Theory, Integrated Curriculum.

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穨e211.PDF