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Title: 跨國反霸凌能力指標與課程之研究:以九年一貫社會學習領域中的反霸凌與和平教育概念為例
Other Titles: Study ofAnti-Bullying Competence Indicators and Curriculum: The Concept of Peace Education in the Social Studies, Grade 1-9 Curriculum
Authors: 陳建甫
Chien-Fu Chen
Su-Chun Lee
Issue Date: Dec-2015
Publisher: 國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Abstract: 本研究運用內容分析法,檢視九年一貫社會學習領域課綱裡的147條能力指標,歸納出30條隱含有「反霸凌」與「和平教育」共同核心概念的能力指標。比對第一至第四階段能力指標後,研究發現反霸凌能力指標的涵括性不夠、情意能力指標不足、各主題軸涉及之人類環境,其所涵蓋的能力指標並不足夠。教師可以透過跨主軸式能力指標,例如r 人與空間」、「人與時間」 、「演化與不變」、「意義與價值」、「生產、分配與消費」、「科學、技術與社會」,自行來規劃校園反霸凌課程,最後,鼓勵教師可以開發新的反霸凌能力指標;或採用同心圓方式,深化先前階段相關反霸凌能力指標的延展性;以及借用人權與性別平等教育等議題能力指標,來轉化反霸凌課程的教學。
The study attempted to transform the common connotations of the schoolantibullying and peace education into the Social Studies, Grade 1-9 Curriculum, and to design the school anti-bullying curriculum to guide students with the concept of peace. The content analysis employed to examine the 147 competence indicators (CIs) in the Social Studies, Grade 1-9 Curriculum. The result illustratedthat 30 CIs contained with the common concept of peace education and school anti-'bullying, located in the four stages and in the nine topics axis. The findings shown the current school anti-bullying CIsare not comprehensiveness and the insufficient of affective indicators in school anti-bullying and peace education. The study encouraged teachers to design the school anti-bullying curriculum beyond the original boundaries of the nine topics axis. Three teaching strategies suggested for teachers, including: (1) to develop their own school anti-bullying CIs, (2) to employ the concentric circles method that contained the previous benchmarks into the next stages, in order to deepen the anti-bullying CIs, and (3) to transfer the CIs of human rights and gender equality eduoation into the school anti-bullying curriculum.
Other Identifiers: E4C70A4E-F605-F86D-1ED5-FE4D6614A3D6
Appears in Collections:中等教育

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