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題 名 | 落實情意教育於國小自然科的課程研究=A Study of Implementation of Emotional Education in Elementary-School Science Curriculum |
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作 者 | 盧秀琴; | 書刊名 | 國教學報 |
卷 期 | 12 2000.07[民89.07] |
頁 次 | 頁195-225 |
分類號 | 523.46 |
關鍵詞 | 融入式課程教學; 寬容; 欣賞; 尊重和關懷的情意態度; 情意教育; Coordination of rationality with emotion; Generous; Appreciative; Respectful and caring attitudes; Emotional teaching theory; |
語 文 | 中文(Chinese) |
中文摘要 | 九年一貫課程的「自然與生活科技」學習領域強調課程以生活為中心,培養個人欣賞、表現及審美能力,在團體能尊重他人,關懷社會,增進團隊合作。本研究採用融入式課程教學,不增加學生原本概念學習的負擔,融入情意目標於知性課程中,培養學生學會認知概念外,也具有寬容、欣賞、尊重和關懷的情意態度。 先培育國小教師情意教學的理論架構,再由研究者與國小教師共同設計落實情意教育的國小自然科教學單元,並進行試教、討論、編修而形成教學範例。提出三個教學範例:「人類特徵的遺傳」,培養學生欣賞自己和他人美的地方,感謝父母的生育,寬容父母遺傳給自己不完美的地方,而能關懷罹患遺傳疾病的人。「養蠶」,學生從照顧蠶寶寶中培養責任感,分享飼養動物的樂趣,讚美同學不一樣的想法,體會生物成長的不易,更加尊重及關懷生物,以寬容及欣賞的態度對待之。「植物的繁殖」,學生從種植中養成耐心、恆心及團隊合作,學習尊重他人意見,欣賞各種植物的繁殖方式並分享生長的喜悅,觀察到植物生長的韌性,能提昇自己對挫折的耐受度。 |
英文摘要 | The scope of nature and technology in the nine-year integrated curriculum emphasizes that the center of curriculum should be around lives and the individuals should be cultivated with the aspects of appreciation, performance, both the aesthetic and creative abilities, the manners of respecting the others, caring about their society and cooperative attitude in a team. This research adopts coordination of rationality with emotion which will not add any extra load of learning of general concepts to the pupils, and it can also cultivate students cognitive concepts, generous, appreciative, respectful and caring attitudes. We started this research by cultivating elementary-school science teachers to develop the emotional teaching theory. Next the researcher and teachers jointly worked to design teaching units for implementation of emotional education in elementary-school natural science. These units underwent practice teaching, discussions and revisions, and culminated in three teaching models; viz. the hereditary characteristics of human beings, the silkworm raising, and the reproduction of plants. "The hereditary characteristics of human beings" model is designed for students to understand how they inherit characteristics from their parents. In addition, it can also cultivate students to enjoy both their own and other people's appearances, appreciate parent's nurture, accept the imperfect parts of hereditary characteristics from their parents, and care about people with congenital diseases. The "silkworm raising" activity can cultivate students responsibilities, the sharing of joyness from raising, welcome of different good ideas of other schoolmates with applause, the understanding of the difficulties of growth of living things, more respect and care about the living things, and generous and appreciative attitudes. The group activity of "reproduction of plants" can cultivate students patience, cooperation, respect of different ideas of other people, and the sharing of joyness from the growth of plants. From the observation of the tenacity of the plants, students can enhance their endurance of frustration. |
本系統中英文摘要資訊取自各篇刊載內容。