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題名 | 國民小學社會科改編本教學設計的研究--分析教學目標與教材內容的關係 |
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作者 | 秦葆琦; | 書刊名 | 國教學報 |
卷期 | 7 1995.08[民84.08] |
頁次 | 頁17-54 |
分類號 | 523.45 |
關鍵詞 | 國民小學; 社會科; 教學設計; |
語文 | 中文(Chinese) |
中文摘要 | 七十八學年度在國民小學開始實施的社會科改編本,將至八十五學年度 始,才逐年出新課程取代,因此這套社會科改編本課程的實施,將長達七年之久, 對國小兒童社會科的學習,勢必有重大的影響。此外八十五學年度國小課程將開 放審定,本會所發展的實驗課程亦將送國立編譯館修訂為試用本,因此改編本的 教學設計,對實驗課程的發展,也具有參考價值。本研究擬就改編本的教學設計, 分析教學目標的領域、教學目標的敘寫、及具體目標與教材內容的關係,以為未 來新課程教學設計之借鏡。 本研究採內容分析法,分析改編本一至十二冊之教學目標各領域分配情形、教學 目標的敘寫方式、及具體目標與教材內容的配合情形。結果發現:在教學目標中, 無論單元目標或具體目標,都以認知領域的目標分量最重,約佔二分之一,其餘 二分之一則為情意和技能領域的目標,其中情意領域略多;教學目標的敘寫方 式,無論單元目標或具體目標,大部分均合乎敘寫標準;具體目標與教材內容配 合方面,超過七成的具體目標與課文、圖表配合,另有二成七則有教學活動配合, 只有○.六成的目標沒有教材內容和活動配合。以上的結果,若與舊課程比較, 改編本在三方面都有顯著的進步。顯示我國國小社會科的教學設計已較過去有進 步。至於需要改進的地方,則可提供給國立編譯館的改編本編輯小組做修訂的參 考,並做為新課程教學設計時的警惕。 |
英文摘要 | The Social Studies curriculum revised copy was used since 1987. It will be substituded by the new curriculum till 1995. Since this copy will be used In elementaiy for seven semester years. It should have an Important Influence on students' learning. Otherwise the elementary cunleulum will be opened to the private publishers, the experiment curriculum developed by our Institutes will also be revised by the National Institute for Translation and Compilation. The instructional design of the revised copy willInfluence the experiment curriculum. The present study examines the objectives andcurriculum content. In an attempt to discover the problems therein, and to inform futureInstructional design. Content analysis was used to analyze the description of teaching objectives, thedistribution of three domains in teaching objectives and the matching of curriculumcontent with specific objectives. The results indicate that: 1 .Cognitive objectives had about fifty percent In all. So that affective and skill objective had the other fifty percent, among this fifty percent, affective objectives were a little more than skill objectives. 2. Both unit objectives and specific objectives were written mostly according to the standard. 3. There were over seventy percent specific objectives which were match with the content materials. The other twenty-seven percent spelfic objectives were match with the teaching activities. There were only six percent specific objectives which were not match with either content materials or teaching activetles. According to these results, the revised copy had an obvious prograss in three studyareas compared to the old curriculun. It was a big prograss in Instructional design inelementary social studies. |
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