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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--以翰林版為例=The Integration in the Teaching Design Based on the Relationship between the Basic Competence and the Learning Objectives in Elementary Life Curriculum Teacher's Guide |
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作者姓名(中文) | 秦葆琦; | 書刊名 | 國教學報 |
卷期 | 16 2004.11[民93.11] |
頁次 | 頁123-152 |
分類號 | 523.4 |
關鍵詞 | 生活課程; 能力指標; 教學指引; 活動目標; 教學設計; 課程統整; Life curriculum teacher's guide; 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,國小第一學習階段的生活課程四冊已全部出版。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、單元中三個領域統整的情形和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活動目標同時出現在教學設計的翰林版教科書,進行教學指引中能力指標與活動目標的分析。重要發現如下: 1.就整體來看,能力指標落實為活動目標的比例只有24.86%,很不理想;四個學期中只有一上為30.11%,其他三個學期都不到30%;十二個大單元中,只有兩個單元超過30%,其他十個單元則自18.19%至29.03%。 2.就三個領域來看,能落實為活動目標的能力指標數,則以自然與生活科技的87條最多,藝術與人文的45條其次,社會的41條最少。 3.就單元而言,四個學期的十二個大單元,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。 4.但若從教學設計來看,在139個教學設計中,只有5個教學設計能統整三個領域的能力指標,而有56個教學設計可統整兩個領域的能力指標,但只有單一領域能力指標的教學設計卻高達75個,顯示生活課程的統整並不是一件容易的事。 以上的發現顯示,翰林版的生活課程在能力指標落實為活動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,以了解它們與能力指標、活動目標之間的關係,以更深入了解完整的課程設計情形。 |
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 Han-lin Life Curriculum teachers guide, 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 24.86%. It means most of the basic competence appear in the teachers guide don't have proper learning objectives to achieve in the edition of. Han-lin. 2. In the three domains, the best connection between the basic competence and the learning objectives is in Natural Sciences learning domain. The second is in Arts learning domain, and the worst is in Social Studies learning domain. 3. In total 12 teaching units of 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 139 teaching designs of the four-semesters, there are only 5 teaching designs which can integrate the basic competence from the three learning domains. Most of the teaching designs(75) have the basic competence only from one single learning domain. There are 56 teaching designs can integrate the basic competence from two learning domains. Yet there are 3 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. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。