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Title: 國中生輔導活動課程經驗之個案研究
A Case Study on Curricular Experiences of Guidance Activity Curriculum in Junior High School.
Authors: 湯仁燕
Tang, Ren-Yen
Tsai, Te-Hsin
Keywords: 國中生
Junior High School Student
Guidance Activity Curriculum
Curricular Experience
Issue Date: 2019
Abstract: 本研究旨在瞭解國中學生的輔導活動課程經驗與詮釋觀點,是以學生對教師教學方式、教學內容選用、課程評量方法與教室情境安排等面向的經驗與想法為研究重點,進而分析學生如何在輔導活動學習歷程中的互動、行為之下形成獨特的課程經驗。 本研究採取質性取徑,透過參與觀察、訪談與文件分析等方式蒐集研究資料,選定臺北市一所私立中學(化名為山林中學)作為研究場域,研究參與對象為八年級學生,共38位。 根據研究發現,本研究結論如下: 一、輔導活動課程與想像不同,能在放鬆的氛圍中學習豐富多元的內容。 二、輔導活動課程跳脫學科框架,連結生活培養實踐能力,成為學科壓力下的喘息空間。 三、教師教學態度及交互運用多元的教學模式對於課程參與及學習意願產生影響。 四、輔導活動課程評量方式具有個人發揮與團體討論空間,然評分意義與標準公平性易產生爭議。 根據以上研究結論,本研究也從二個面向提出研究建議: 首先,在教師教學方面,課程主題應與活動進行連結,運用增加學生互動體驗的教學方式,同時建立良好師生互動關係並聆聽學生聲音,以做為調整課程教學之參考。 其次,在評量方式方面,教師應將評量視為診斷學生學習的輔助工具,藉由評量引導學生學習,透過多元的評量方式引導學生學習並掌握評量原則,使學生對於教師的回饋具備正確的理解與認知。
The purpose of this study is to understand the experience and interpretation of the Guidance Activity Curriculum in junior high school. It is based on the students' experience and ideas of teachers’ teaching methods, teaching content selection, curriculum evaluation methods and classroom situation arrangement, and then analyze how students form a unique curriculum experience under the interaction and behavior in the learning process of the Guidance Activities. The study applied qualitative approach, and collected research data through participation in observation, interviews and document analysis. This study involved 38 eighth-grade students in a private secondary school in Taipei City. According to the research findings, the conclusions of this study are as follows: 1.Guidance activity curriculum is different from imagining and the students can learn diverse contents in a relaxed atmosphere. 2.Guidance activity curriculum is beyond the disciplinary framework, and it can link life development practice skills, and become a breathing space for subject pressure. 3.Students’ participation and willingness to learn will be affected by the Teacher's teaching attitude and interactive use of multiple teaching modes. 4.Students have personal play and group discussion space of the assessment method of guidance activity, but the score meaning and standard fairness are easy to be disputed. Based on the above research conclusions, this study also proposes suggestions from two aspects: 1.Teachers should apply the theme of the course should be linked with the activities, using the teaching methods to increase the interactive experience of students, and establish a good interaction and listen to the students' perspectives as a reference for adjusting the curriculum. 2.In terms of assessment methods, teachers should regard assessment as an auxiliary tool for diagnosing students' learning. Guide students to learn through assessment, and master the principle of assessment through multiple methods, and make students' have the right understanding of teachers’ feedback.
Other Identifiers: G060203017E
Appears in Collections:學位論文

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