高中體育班公民與社會科之教學實踐歷程－以探究與實作課程取向為例

Abstract

本研究旨在探討如何設計與規劃適合高中體育班公民與社會之探究與實作課程取向方案，包含課程方案設計、發展、實施與修正歷程，以及瞭解課程方案實施後對體育班學生學習之影響。研究對象為陽光高中二年級體育班學生共23位，進行共六節課教學之行動研究。資料蒐集包含：觀察、訪談、課堂教材、協同教師觀課紀錄表、教學者省思札記及課室活動錄影資料。研究結果發現，課程中之議題或問題與真實生活情境相關，能喚起體育班學生之共鳴及有感，使其願意及投入學習；在教學活動中藉由提問與探詢，引發體育班學生對於未知的好奇，產生學習之探究。體育班學生並非不愛學習、學習能力弱或學習動機低弱，而是在於教師如何「啟發學生學習」，當教師教學模式改變及調整、以循序漸進的方式引導學生，就有機會使課堂教室內有更多對話及互動的可能，讓學生成為學習真正的主體。This research aims to explore how to design and plan an exploration and implementation curriculum orientation program suitable for the civils and society education of the senior high athletic advanced class, including the curriculum design, development, implementation and modification process, and to understand the impact of the curriculum program implementation on the learning of the athletic advanced class students .The subjects of the study are 23 students in the second-year athletic advanced class of Sunshine High School, and conduct an action study of six lessons. The data collection includes: observations, interviews, classroom teaching materials, collaborative teacher observation record sheets, teacher reflection notes and classroom activities video data. The results of the study found that the topics or questions in the course are related to real life situations, which can arouse the sympathy and feelings of the students in the athletic advanced class, and make them willing and engaged in learning; in the teaching activities, the students in the athletic advanced class are asked to be aware of the unknown. The curiosity leads to the inquiry of learning. Students in athletic advanced classes do not like to learn, have weak learning ability, or have low learning motivation, but how teachers"inspire students to learn". When teachers change and adjust their teaching mode and guide students in a gradual manner, they have the opportunity to make the classroom There are more possibilities for dialogue and interaction, allowing students to become authentic subjects of learning.