期 刊 論 文
期 刊 論 文
Journal Articles
Journal Articles
卯靜儒（2025）從ANT理論觀點初探課程推動組織的協作邊界物，教育研究月刊，371：42-61。Mao, C.J.(2025) A Preliminary Study on Boundary Objects for Cross Disciplinary Collaboration in Curriculum Promotion Organizations From the Perspective of ANT Theory. Journal of Education Research, 371: 42-61.
李姍靜、卯靜儒（2025）學校本位課程發展與評鑑中教師課程知識之探究：以一位國中教師為例，課程與教學季刊，28（1）:107-135。 Li, S. J. & Mao, C.J.(2025) Case Study of Junior High School Teacher’s Curriculum Knowledge in School-Based Curriculum Development and Evaluation Curriculum and Instruction Quarterly, 28(1):107-135. (TSSCI)
劉榮盼、卯靜儒 （2023）專題探究課程歷史演變與國際趨勢。教育研究月刊，354：120-136。Liu, R. P. & Mao, C. J.(2023). Historical Development and International Trends of Project-Based Learning. Journal of Education Research, 354: 120-136.
洪郁婷、卯靜儒 （2023）批判教育學視角的課程反思與實踐：以三位國文科社群教師為例。教育科學研究期刊，68（2）,173─202。(TSSCI) Hung, Y.T. & Mao, C.J. (2023)Teachers’ Curriculum Reflections and Practice from the Perspective of Critical Pedagogy: Taking Three Mandarin Teachers of a Professional Learning Community for Example. Journal of Research in Education Sciences、68（2）,173─202. (TSSCI)
洪郁婷、卯靜儒 （2023）教師建構學生內容知識之探究：以國中國文科教學實踐為例。課程與教學研究季刊, 26(1), 105-134. (TSSCI) Hung, Y.T. & Mao, C.J. (2023) How Teachers Construct Knowledge of Content and Students: A Case Study on Middle School Mandarin Teaching Practice. Curriculum and Instruction Quarterly, 26(1), 105-134. (TSSCI)
林君憶、卯靜儒、鄭淑惠 （2021）校本課程評鑑之真義─從關懷教師作為課程發展者的觀點出發。教育研究月刊，330，21-33. The Essence of School-based Curriculum Evaluation: From the Perspective of Caring about Teachers as Curriculum Developers. Journal of Education Research, 330, 21-33.
Chin-Ju Mao (2020). The interplay of equity and excellence: what valuable experiences can we learn from each other? Asia Pacific Journal of Education. 41（3）, 626─628。(SSCI)
卯靜儒、李姍靜、鄭淑惠、林君憶（2020）。我們需要怎樣的課程評鑑。台灣教育，722，47─58。
Lin, C.Y. , Mao, C. J., & Zhen, S.H.(2020)What kind of curriculum evaluation do we need? Taiwan Education, 722,47─58.
卯靜儒、黃政傑、陳麗華、藍偉瑩（2019）。課程與教學改革經驗之辯證與反思。教育研究集刊，65(4), 117─139.(TSSCI) Mao, C. J. ,& Hwang, J.J. ,& Chen, L.H & Lan,W.Y (2019). Dialectic and Reflection on Reform Experiences of Curriculum and Instruction.Bulletin of Educational Research,65(4), 117─139.(TSSCI)
卯靜儒（2019）你今天深度學習了嗎？教師研習工作坊之學習經驗探究。教育研究月刊， 305，pp.52-72. Mao, C. J. (2019). Have you Learnt in Depth? A study on learning experiences of a Teachers‟ workshop for the new Curriculum Guidelines and design. Journal of Education Research, 305, pp.52-74.
卯靜儒(2018). 總整課程：高教深耕與教學創新的槓桿。教育研究月刊, 286, pp.38-50. Mao, C. J. (2018). Capstone Curriculum as a Leverage Acting for Innovating Teaching in Higher Education. Journal of Education Research, 286, 38-50.
楊佩文、卯靜儒（2016）。在結構縫隙中游移的學習主體：一個實施學習共同體個案班級的學生觀點。教育研究月刊，263，80-98。 Mao, C. J.,&Wang,P.W. (2016).Drifting Subjectivity in a Gap between Structures of Learning: Students’ Perspectives from a Learning Community Class
卯靜儒（2016）。打造大學的網絡式學習生態文化─以臺師大總整課程為例。通識在線，63，15-17。Mao, C. J. (2016). Constructing a networked learning ecosystem culture in universities: A case study of curriculum integration at NTNU. General Education Online, 63, 15-17.
Chin-Ju, Mao (2015). Choice as a global language in local practice: A mixed model of school choice in Taiwan. International Education Journal: Comparative Perspectives, 14(2), 101-112. (SSCI)
卯靜儒、方永泉、游美惠、王麗雲、林文源（2015）。教育學門研究人才概況、議題趨勢及學術研習課程介紹。教育研究集刊，61（4），105-130。(TSSCI) Mao, C. J., Fang, Y. Q., You, M. H., Wang, L. Y., & Lin, W. Y. (2015). Overview of educational research talents, trends, and academic training programs. Educational Research Journal, 61(4), 105-130. (TSSCI)
卯靜儒（2015）。未來的課程─數位化年代的學校知識。教育研究集刊，61（2），111-121。(TSSCI) Mao, C. J. (2015). The Future of the Curriculum: School Knowledge in the Digital Age. Bulletin of Educational Research, 61(2), 111-121. (TSSCI)
卯靜儒（2015）。構繪一位歷史教師的教學轉化。課程與教學季刊，18（4），57-83。NSC 98-2410-H-003-047（TSSCI）Mao, C. J. (2015). Portraying and Constructing a History Teacher's Pedagogical Transformation, 18(4), 57-83. NSC 98-2410-H-003-047. (TSSCI)
卯靜儒（2015）。學生課程經驗：問題意識與案例發微。教育學術月刊，277，93-106。NSC 98-2410-H-003-047 Mao, C. J. (2015). An inquiry into students' experience of curricula:Problematic and investigation. Education Research Monthly, 277, 93-106. NSC 98-2410-H-003-047
卯靜儒（2015）。改革主體的詮釋現象學初探：以學習共同體為例。市北教育學刊，49，55-78。Mao, C. J. (2015). An Exploratory Phenomenological Study of the Interpretation of Reform Subjects: A Case Study of Learning Communities. Journal of Education of University of Taipei, 49, 55-78.
卯靜儒（2015）。解開學習共同體實踐歷程中教師專業發展的密碼。中等教育，66（1），6-15。Mao, C. J. (2015). Decoding of professional development for teachers in the practice of learning community. Secondary Education, 66(1), 6-15.
陳佩英、卯靜儒、鄭毓瓊（2014）。履冰行遠：網絡學習社群的課程協作經驗探究。教育人力與專業發展，31（5），61-72。Chen, P. Y., Mao, C. J., & Cheng, Y. C. (2014). Walking on thin ice and traveling far: Exploring the experience of curriculum collaboration in online learning communities. Educators and Professional Development , 31(5), 61-72.
卯靜儒（2014）。改革即改變嗎?教育改革理解路徑之探索。教育學刊，42，1-37。 (TSSCI) Mao, C. J. (2014). Reform as change? – Exploring approaches for understanding educational reform. Educational Review, 42, 1-37. (TSSCI)
卯靜儒（2014）。把知識帶回來：從社會建構主義到社會實在主義的教育社會學。當代教育研究季刊，22（1），211-221.(TSSCI) Mao, C. J. (2014). Bringing knowledge back: From social constructivism to sociorealism in the sociology of education. Contemporary Educational Research Quarterly, 22(1), 211-221. (TSSCI)
卯靜儒（2013）。0.38的意義與代價：教育學門TSSCI期刊的內在邏輯與非預期效應。 臺灣教育評論月刊，2（11），27-32。Mao, C. J. (2013). The significance and cost of 0.38: The internal logic and unintended effects of TSSCI journals in the field of education. Taiwan Educational Review Monthly, 2(11), 27-32.
卯靜儒（2013）。學術期刊的同儕審查為哪樁？維持品質？鼓勵創新？ 臺灣教育評論月刊，2（9），13-16。Mao, C. J. (2013). What is the purpose of peer review in academic journals? To maintain quality? To encourage innovation? Taiwan Educational Review Monthly, 2(9), 13-16.
卯靜儒（2013）。選什麼？如何選？為何而選？─ 高中教師選擇歷史教科書之研究。教育科學研究，58（2），123-144。NSC 98-2410-H-003-047。(TSSCI) Mao, C. J. (2013). What to choose? How to choose? Why choose? A study of high school teachers' choice of history textbooks. Journal of Research in Education Sciences, 58(2), 123-144. NSC 98-2410-H-003-047. (TSSCI)
卯靜儒（2012）。尋找最大公約數？─高中歷史教科書編寫與審查互動過程分析。當代教育研究，20（1），83-122。NSC 98-2410-H-003-047。(TSSCI) Mao, C. J. (2012). Searching for the greatest common denominator: Analysis of the compilation and review process for high school history textbooks. Contemporary Educational Research Quarterly, 20(1), 83-122. (NSC 98-2410-H-003-047) (TSSCI)
卯靜儒、甄曉蘭、林永豐（2012）。高中課程改革之政策形塑與實施的歷程分析：以95課程暫綱為例。課程與教學季刊，15（3），181-206。(TSSCI) 卯靜儒、甄曉蘭、林永豐 (2012). Exploring a process of high school curriculum reform policy and practice: The 95 tentative edition of high school curriculum guidelines as an example. Curriculum and Instruction Quarterly, 15(3), 181-206. (TSSCI)
卯靜儒（2010）。為卓越而改革的蘇格蘭新課程─ Curriculum for Excellence. 教育研究月刊，199，121-130。 Mao, C. J. (2010). Scotland's new Curriculum for Excellence: Reform for excellence. Journal of Education Research, 199, 121-130.
陳佩英、卯靜儒（2010）。落實教育品質和平等的績效責任制：美國NCLB法的挑戰與回應。當代教育研究，18（3），1-47。(TSSCI) Chen, P. Y., & Mao, C. J. (2010). Accountability for quality and equity: The challenges and responses of NCLB act. Contemporary Educational Research Quarterly, 18(3), 1-47. (TSSCI)
卯靜儒（2010）。《戰爭、國家與記憶─學校歷史教科書中二次世界大戰的國際觀點》。教科書研究，3（1），155-158。(TSSCI) Mao, C. J. (2010). Book review: War, nation, memory: International perspectives on World War II in school history textbooks. Journal of Textbook Research , 3(1), 155-158. (TSSCI)
卯靜儒 （2009）。《誰的歷史？─ 美國教室中國家標準的掙扎》。當代教育研究，17（2），149-158。(TSSCI) Mao, C. J. (2009). Whose History? The Struggle of National Standards in American Classrooms. Contemporary Educational Research Quarterly, 17(2), 149-158. (TSSCI)
Mao, Chin-Ju (2008). Fashioning Curriculum Reform as Identity Politics – Taiwan’s Curriculum in New Millennium. International Journal of Educational Development., 28(5), 585-595 . (NSC 94-2413-H-194-008) (SSCI)
卯靜儒（2008年6月）。全球化效應下的課程改革 ─ 知識社會學的幾點觀察。教育研究月刊，170，5-14。(NSC 96-2413-H-003-020-MY2) Mao, C. J. (June 2008). Curriculum Reform in the Age of Globalization: Observations from the Perspective of Sociology of Knowledge. Journal of Education Research, 170, 5-14. (NSC 96-2413-H-003-020-MY2)
許添明、但昭偉、卯靜儒、陳佩英（2007）。「邁向一流大學」關注面向與執行策略，江蘇高教，6期，26-29 。(CSSCI) Xu, T. M., Dan, Z. W., Mao, C. J., & Chen, P. Y. (2007). Focus and implementation strategies of "Building World-Class Universities". Jiangsu Higher Education, 6, 26-29. (CSSCI)
卯靜儒、陳冠蓉、蘇源恭（2007年9月）。教學專業與教師發展 ─ 美國教師評鑑指標分析。高教發展與評估雜誌，23（5），83-95。Mao, C. J., Chen, G. R., & Su, Y. G. (2007). Teaching profession and teacher development: An analysis of teacher evaluation indicators in the United States. Journal of Higher Education Development and Evaluation, 23(5), 83-95.
陳冠蓉、卯靜儒（2007）。從外籍配偶的故事看臺灣教育發展的挑戰，教育資料與研究雙月刊，74，185-202。Chen, K. J. & Mao, C. J. (2007). "Challenges on Educational Development in Taiwan: Perspectives from a New Immigrant Women's Story," Educational Resources and Research, 74, 185-202.
卯靜儒（2006年6月）。我們如何研究女性教師的性別經驗與意識─一種女性主義觀點的後設分析，教育研究月刊，147，68-79。Mao, C. J. (2006). "How We Study Female Teachers' Gender Experience and Consciousness: A Meta-analysis from a Feminist Perspective," Journal of Education Research, 147, 68-79.
Mao, Chin-Ju and Jason Chang (2006). The Knowledge of Educational Reform as an Effect of Globalization: A Case in Taiwan. Education-Line（URL: http://www.leeds.ac.uk/educol/documents/電子期刊（NSC93-2413-H-194-014-FG）
卯靜儒、張建成（2005）。在地化與全球化之間─解嚴後臺灣課程改革論述的擺盪。臺灣教育社會學研究，5（1），39-76。(NSC92-2413-H-194-014-FG) (TSSCI) Mao, C. J. & Chang, C. C. (2005). "Between the Local and the Global: The Shifting Discourses of Curriculum Reform after the Post-Martial Era of Taiwan," Taiwan Journal of Sociology of Education, 5(1), 39-76. (TSSCI)
卯靜儒（2004）。理論化女性教師的性別意識與認同建構過程。通識教育季刊，11(1/2)，147-170。Mao, C. J. (2004). "Theorizing Female Teachers? Gender Consciousness and the Process of Identity Construction," Taiwan Journal of General Education, 11(1/2), 147-170.
卯靜儒（2004）。從新馬克斯到後結構主義─課程社會學研究的再概念化。教育研究集刊，50（1），119-142。(NSC92-2413-H-194-014-FG)(TSSCI) Mao, C. J. (2004). "From Neo-Marxism to Post-structuralism: Reconceptualizing Sociological Studies of Curriculum," Bulletin of Educational Research, 50(1), 119-142.(TSSCI)
卯靜儒（2003）。性別、族群與教學 ─ 教師生涯發展之傳記史研究之初探。教育研究資訊（現為當代教育研究），11（5），59-82。(NSC 89-2413H-320-001) (TSSCI) Mao, C. J. (2003). "Gender, Ethnicity, and Teaching: A Preliminary Study on the Biographical History of Teachers' Career Development," Comtemporary Educational Research Quarterly, 11(5), 59-82.(TSSCI)
卯靜儒（2002）。認同政治與課程改革─以鄉土課程為例的課程社會學分析，臺灣教育社會學研究，2（2），1-26。(TSSCI) Mao, C. J. (2002). "Identity Politics and Educational Reform: A Sociological Study on Indigenization Curriculum," Taiwan Journal of Sociology of Education, 2(2), 1-26. (TSSCI)
卯靜儒（2001）。臺灣近十年來課程改革之政治社會學分析，臺灣教育社會學研究，1（1），79-102。(TSSCI) Mao, C. J. (2001). "An Analysis of Curriculum Reforms in Taiwan from the Perspective of Political Sociology," Taiwan Journal of Sociology of Education, 1(1), 79-102. (TSSCI)
Mao, Chin-Ju (1997). “Constructing a New Social Identity: Taiwan’s Curricular Reforms of the Nineties,” International Journal of Educational Reform, 6(4), 400-406. (SSCI)