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題名 | 二仁溪為主體的校本課程發展策略:以現代公民核心能力養成計畫課群教學為例=The Development of a River-Protection-Oriented, School-based Curriculum in University Setting: The Case Study of a Group Courses in Program of Cultivating Citizens' Core Competence |
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作者 | 洪慶宜; 曾妍娟; 莊惠惇; 黃勇中; 曾研娟; | 書刊名 | 通識學刊:理念與實務 |
卷期 | 4:1 2016.03[民105.03] |
頁次 | 頁1-31+33-35 |
分類號 | 525.4 |
關鍵詞 | 校本課程發展; 環境教育; 二仁溪流域; 課群課程規劃; 跨領域課群; School-based curriculum development; Environmental education; Erren River Watershed; Teaching-group course design; Interdisciplinary teaching-group; |
語文 | 中文(Chinese) |
中文摘要 | 發展校本課程過程有助於教學活化、教師成長、強化社區連結,是學校建構辦學特色的重要策略。長榮大學位於二仁溪流域的中心位置,基於環境責任,由 2002 年起即透過河川保育中心,積極參與政府的二仁溪污染整治工作,成為學校在地發展的特色。比鄰校園的河川是教師在教學、研究的特色資源,本研究所敘述的課群以二仁溪為教學場域,結合四門課程,跨及環境保護、歷史文化、外語教學及國文創作等領域,透過多元角度,讓修讀通識課程及專業語文課程的學生能在各種學習中看見河流,體認大河文化的重要性,並在教育部公民核心能力養成計畫的補助下,形成課群,架構以河川為核心的校本課程發展策略。本研究以課程前、後測問卷及教學評量來評估學生的學習成效,問卷分析結果顯示,大致而言,學生於課程後能顯著提升其「課程專業知識與行為」及「二仁溪知識與感知」。教學評量亦顯示以河川為核心設計的課程能使學生的學習優於一般的課程。於課群中所建立的定期會議、臉書等交流平台能有效提升教學技巧、資源共享。以校園鄰近河川為核心的課程設計能有效促進學生學習,課群中各課程的多元產出可回饋河川社群,鋪陳流域發展更多元的想像與願景,強化校方與社區的互動,有助於校本課程的建構。 |
英文摘要 | School-based curriculum development is an essential strategy which helps vitalize instructions, enrich teacher development, and connect to the community. Located at the center of Erren River Basin, Chang-Jung Christian University, saddled with environmental responsibility, has engaged in the pollution remediation led by the government since 2002 and intended to develop localization as one of the school’s features. Erren River, neighboring our campus, is often used as a resource for teaching and research by the faculty. This study, therefore, is about an interdisciplinary teaching group incorporating four courses in various disciplines, including environmental protection, historical culture, foreign language learning, and creative writing. We hope to provide a well-rounded course design so that the students can synthesize broad perspectives and knowledge that they gain from learning about the Erren River. This study investigated the effectiveness of students’ learning using pre- and post-course questionnaire and teaching evaluation questionnaire. Results of the pre- and post-course questionnaire showed significant increases in ‘professional knowledge and behavior’ and ‘the awareness and conception of Erren River’. The teaching evaluation also showed that the course designed with the Erren River as the core leads to better learning of the students in comparison with regular courses. In addition, the communication platform such as routine meetings and Facebook network can effectively promote teacher teaching skills and resource sharing. The course design staged with a river neighboring the campus can not only effectively promote student learning and facilitate various outcomes from the course group, but also provide feedbacks to the communities related and foster the prospects of the areas that the river runs through. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。