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題名 | 臺北市國小資優資源班課程內容之調查分析=A Content Analysis on the Curriculum of Elementary Gifted Resource Programs in Taipei |
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作者 | 蔣明珊; Chiang, Ming-shan; |
期刊 | 特殊教育研究學刊 |
出版日期 | 19970600 |
卷期 | 15 1997.06[民86.06] |
頁次 | 頁331-350 |
分類號 | 529.61 |
語文 | chi |
關鍵詞 | 臺北市; 國小; 資優資源班; 課程; |
中文摘要 | 本研究主要目的在了解目前國小資優資源班課程實施的內容,分析其目標和範圍 、領域,以提供國小資優資源班教師設計課程與編選教材時的參考。本研究採用內容分析、 訪談和德懷術三種研究方法,而以研究者自編之「國小資優資源班課程與教材內容分析表」 、「國小資優資源班課程內容分析訪談題綱」及「國小資優資源班課程目標問卷」等研究工 具分別進行調查及分析研究。研究對象以臺北市國小資優資源班的教師為主。綜合歸納結果 如下:1. 國小資優資源班的課程總目標:(1) 培養學習的基本技能; (2) 鼓勵創造思考、 批判思考及問題解決等技能的發展;(3) 培養高層次的思考能力;(4) 培養自我了解及溝通 、表達的能力;並提供興趣探索及與同儕互動的機會,以建立健全的人格及良好的人際關係 ;(5) 培養正向的學習態度及積極主動的學習意願和習慣;(6) 從活動中促進自我發展及個 人成長進而能自我實現;(7) 發展個人及社會責任,並培養貢獻社會、服務人群的態度。這 些目標涵蓋了認知、技能和情意三大領域,由此可知資優班的課程相當重視學生全人的發展 。 2. 國小資優資源班的課程範圍主要有四個領域;(1) 基本學科:包括語言、數學、自然 科學、社會學科和電腦;(2) 學習技能:包括思考技巧與能力訓練、讀書技巧和研究方法; (3) 社會與情意:包括道德和價值、生涯發展、領導才能、人際溝通、心理衛生、藝術與休 閒及其他;(4) 其他課程:包括校外教學、專題講座及其他。 3. 國小資優資源班課程內容 分析的結果顯示:(1) 各主題類目佔全部課程的比例以基本學科最高,佔 58.38 %; 其次 是社會與情意,佔 20.45 %;學習技能佔 20.04 %;其他課程 (除校外教學和專題講座之 外 ) 佔 1.13 %,一般說來,受訪教師普遍認為基本學科的比例偏高。 (2) 各次要類目佔 該主題類目的比例:在基本學科方面,以語文和數學的比例較高,社會學科的比例最低;在 學習技能方面則兼重思考技巧與能力訓練及研究方法,讀書技巧的比例較低;在社會與情意 方面,則以生涯發展的比例最高,領導才能的比例最低。所有受訪教師都認為課程內容的比 例應加以調整。 |
英文摘要 | The main objectives of this research are to understand the current contents of the curriculum of the gifted resource room of the elementary school; to analyze its object, scope and field so as to provide the teachers with references when designing the cur riculum and selecing the subject-matters. This research adopted three methods of research-the contents analysis, the interviews and the Delphi technique. The research tools used were: 1. "Analysis Tables of the Curriculum of the Gifted Resource Room of the Elementary School", 2. "The Content of Curriculum of the Gifted Resource Room of the Elementary School and the Interview Topics", and 3."the Questionnaire of the Curriculum Goals of the Gifted Resources Room of the Elementary School". The targets of research were mainly teachers engaged in the resource program. The results are summarized as follows: 1. According to the analysis of the Delphi technique, among the twelve items of the general objectives, the following seven items are the most important considered by the teachers: (1) To cultivate the basic skill for learning; (2) To encourage the development of the skills of creative thinking, critical thinking and the problems-solving; (3) To cultivate the skill of high level thinking; (4) To cultivate self understanding and capabilities of communication and expression; and to offer the opportunities for searching of interests and peer interactive so as to establish good human relationship and healthy personality; (5) To cultivate positive learning attitude and aggressive learning will and habit; (6) To promote self development and to achieve self growth and self accomplishment through activities; (7) To develop personal and social responsibilities, to cultivate attitude of contributing to the socity and service to the people. These objectives covered three major fields-cognition, skill and emotion and therrefore, wwe can see that the curriculum of the gifted resource room gives high attention to the development of the whole human of the students. 2. There are four major fields in the scope of the curriculum of the gifted resource room of the elementary schools: (1) basic courses: including Languages, Mathematics, Natural Science, Social Science and Computer; (2) learning skills: including think ng skills, reading skills and research methods; (3) social and emotion: including ethics and value; career development, leadership, human communication, psychological health, art and recreation and other; (4) other courses: including external teaching, Special Topics Speech and others. 3. The reult of the content analysis revealed that: (1) In terms of the categories of the subjecst, the highest percentage of all courses is the basic courses (58.38%); the social and emotion being the second (20.45%); learning skills took the next (20.04%); other courses (except the external teaching and Special Topic Speech) took 1.13%. Generally speaking, the teachers interviewed consider that the basic courses took too high percentage. (2) As for the secondary categories in terms of the percentages of the major categories: In the aspect of the basic courses, the Languages and Mathematics took higher percentages, while Social Science took the lowest percentage; in the aspect of learnin skill, the thinking skill and capability training with the research method, reading skill took lower percentage; in the aspect of social and emotion, the career development took the highest percentage, while leadership training took the lowest percentage. All of the teachers interviewed consider that the percentages of the contents of the courses shall be adjusted. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。