Hooper Barbara
Occupational Therapy Graduate Program, University of New Mexico, Albuquerque 87131, USA.
Am J Occup Ther. 2006 Sep-Oct;60(5):551-62. doi: 10.5014/ajot.60.5.551.
Although occupation-centered curricula are highly promoted, the teaching processes that convey such designs remain unclear. This case study elucidated occupation-centered teaching practices. Interview and observational data were collected over 8 weeks, and analysis involved coding transcriptions, data matrices, concept maps, journaling, and writing. Participants augmented active learning strategies with strategies that linked course topics to the subject of occupation. The use of linking strategies suggested that: (a) course content was treated as two-tiered; (b) neither content nor instructional processes were inherently occupation-centered; and (c) subject-centered education strengthens social learning theories. Although curricula may appear occupation-centered based on a curriculum description and course content, ultimately "linking opportunities" in the classroom constitute an essential feature that demarcates a program as occupation-centered.
尽管以职业为中心的课程受到大力推广，但传达此类设计的教学过程仍不明确。本案例研究阐明了以职业为中心的教学实践。在8周内收集了访谈和观察数据，分析包括对转录文本、数据矩阵、概念图、日志记录和写作进行编码。参与者通过将课程主题与职业主题相联系的策略来增强主动学习策略。使用联系策略表明：（a）课程内容被视为两层；（b）内容和教学过程本身都不是以职业为中心的；（c）以学科为中心的教育强化了社会学习理论。尽管根据课程描述和课程内容，课程可能看起来是以职业为中心的，但最终课堂上的“联系机会”是区分一个项目是否以职业为中心的一个基本特征。
