ABSTRACT

Australian students’ perception of a trial Religious Education (RE) programme is the focus of this paper. Students (N = 1478) from 37 schools, primary and secondary, completed an online survey that included six Likert style items that aligned with six RE development principles that guided the development of the trial. Curriculum development was inclusive and student centred, giving voice to student input. Results indicate that the students generally held high perceptions of the trial RE curriculum with the highest ratings for principles being Jesus as Model and Message, Experiential Learning through Inquiry and Deep Learning. Female students, those in the earlier years of schooling, and students from smaller schools most valued the trial curriculum as indexed by measures of its development principles. Implications from student evaluations demonstrated an overall high level of satisfaction with learning engagement while highlighting the complexity of language and developmental differences for interpreting student learning in Religious Education.

摘要

澳大利亚学生对试行宗教教育（RE）计划的理解是本文的重点。来自37所小学和中学的学生（N = 1478）完成了一项在线调查，其中包括六个Likert风格的项目，这些项目与指导试验开发的六项RE开发原则保持一致。课程开发具有包容性，以学生为中心，为学生提供了参与的声音。结果表明，学生们对试点可再生能源课程普遍抱有很高的评价，并且对以耶稣为榜样和信息，通过探究式体验学习和深度学习的原则的评价最高。女学生，入学初期的学生以及规模较小的学校的学生最看重的是根据其发展原则衡量的试验课程。