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題 名 | 從國小生活課程教科書中能力指標與教學目標的關係分析教學設計的統整情形--以康軒版為例=The Integration in the Teaching Design Based on the Relationship between the Basic Competence and the Learning Objectives in Elementary Life Curriculum Textbook |
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作 者 | 秦葆琦; | 書刊名 | 國教學報 |
卷 期 | 15 2003.09[民92.09] |
頁 次 | 頁1-28 |
分類號 | 523.4 |
關鍵詞 | 生活課程; 教科書; 能力指標; 學習目標; 教學設計; 課程統整; Life curriculum textbook; Basic competence; Learning objectives; Integration of the three learning domains; |
語 文 | 中文(Chinese) |
中文摘要 | 九年一貫新課程推出至今兩年,第一學習階段國小的生活課程四冊己全部出版。由於這是國內首次嘗試將社會、藝術與人文、自然與生活科技三個領域統整的課程,並且在沒有單元架構的情況下,各版本須依據課程綱要中的能力指標發展課程。因此生活課程中能力指標落實為教學目標的情形、各單元中三個領域統整的情形和各教學設計中三個領域統整的情形,即成為本研究關注的主要問題。 本研究採用內容分析法,針對四冊均通過審查且能力指標和學習目標同時出現在教學設計的康軒版,進行分析。重要發現如下: 1.就整體來看,能力指標落實為學習目標的比例只有30.32%,很不理想;四個學期中只有一下為38.35%,其他三個學期都不到30%:十三個單元中,只有一個單元 (一下春天來了)達到45.65%,其他十一個單元則自19.67%至38.46%不等。 2.就三個領域來看,能落實為學習目標的能力指標數,則以藝術與人文的92條最多,自然與生活科技的85條其次,社會的44條最少。 3.就單元而言,四個學期的十三個單元,都包含社會、藝術與人文、自然與生活科技三個領域的能力指標,可見以單元為主的統整,較易達成。 4.但若從教學設計來看,在191個教學設計中,只有三個教學設計能統整三個領域的能力指標,有57個教學設計可統整兩個領域的能力指標,而只有單一領域能力指標的教學設計卻高達117個,顯示生活課程的統整,在一至三節的教學設計中並不是一件容易的事。 以上的發現顯示,康軒版的生活課程在能力指標落實為學習目標和教學設計的統整兩方面,都還有極大的改進空間。建議進一步檢視其教學活動、內容、評量,與能力指標、學習目標之間的關係,以更深入了解完整的課程發展情形。 |
英文摘要 | The four-volumes of the Life Curriculum textbook have already been published for the 1st and 2nd graders in elementary school in 2003. This is the first time to integrate three learning domain, including social studies, natural sciences and arts in one curriculum. The purposes of this study are to examine the relationship between the basic competence and the learning objective in the Kan-shuan Life Curriculum textbook, and then examine the integration of these three learning domains in teaching designs. The major results are: 1.The percentage of the basic competence which can connect with the learning objectives in four semesters is only 30.32%. It means most of the basic competence appear in the textbook don't have proper learning objectives to achieve in the edition of. Kan-shuan. 2.In the three learning domains, the best connection between the basic competence and the learning objectives is in Arts learning domain. The second is in Natural Sciences learning domain, and the worst is in Social Studies learning domain. 3.In total 12 teaching units of the four-semesters, every teaching unit concludes the basic competence from the three learning domains. It seems that the integration of the three learning domains is easy to be accomplished in teaching unit. 4.In the 191 teaching designs of the four-semesters, there are only 3 teaching designs which can integrate the basic competence from the three learning domains. Most of the teaching designs (117) have the basic competence only from one single learning domain. There are 57 teaching designs can integrate the basic competence from two learning domains. Yet there are 14 teaching designs which don't have any proper basic competence. It seems that the integration in teaching design is much more difficult than that in the teaching unit. |
本系統中英文摘要資訊取自各篇刊載內容。