Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88260
Title: 十二年國教綜合活動領域學習內容重要性比較—以雙北市國中童軍教師為例
A Study of the Learning Point in Curriculum Guidelines of Integrative Activities Area in the Twelve-Year Public Education Program using the Analytical Hierarchy Process─ Taking Scout Teachers in Junior High School of Taipei City and New Taipei City as Sample
Authors: 曾永清
Zeng, Yong-Ging
徐敬容
Hsu, Ching-Jung
Keywords: 十二年國教
童軍
綜合活動領域
課綱
AHP層級分析
Analytical Hierarchy Process
Integrative Activities Area
Scout
The curriculum guidelines
Twelve-Year Public Education
Issue Date: 2017
Abstract: 隨著十二年國教政策上路,學生為中心的課程設計導向,盼給予孩子帶得走的生活能力,本研究立意取樣四十位國中童軍教師與十位童軍專家,對於十二年國教綜合活動領域課綱重要性比較,透過AHP層級分析法瞭解教學現場國中教師與童軍專家在課綱上之差異性與重要性排序,研究結果歸納如下: 一、國中童軍教師不同的專長科目、服務年資,會反映在課綱重要性排序。 二、在「戶外生活與休閒知能」項目中,國中童軍教師與童軍專家在課綱重要性排序上持不同看法;在「環境保育與永續」項目中,國中童軍教師與童軍專家在課綱重要性排序上看法一致。 三、在「戶外生活與休閒知能」之學習內容整體排序中,國中童軍教師認為「戶外休閒活動知能的整合與應用」最為重要;童軍專家則認為「戶外觀察、追蹤、推理基本能力的培養與運用」最為重要。 四、在「環境保育與永續」之學習內容整體排序中,國中童軍教師認為「國際環境議題的理解、參與及省思」最為重要;童軍專家則認為「露營活動中永續環保的探究、執行與省思」最為重要。 五、依據研究結果,盼能提供教育現場教師規劃課程架構、課綱研修之參考,同時給予行政相關單位、學校、教學現場授課教師及未來研究者具體建議。
The purpose of this study is to sort out the priorities of Integrative Activities Learning Area in the Twelve-Year Curriculum Guidelines by comparing 40 scout teachers in junior high school and 10 scouting experts through Purposive Sampling. After analyzing different priorities ordered by scout teachers and scouting experts using Analytical Hierarchy Process, the conclusions are as following. 1. Scout teachers in junior high school with each expertise and year of working experience determine their priorities of Twelve-Year Curriculum Guidelines. 2. Regarding “outdoor life and leisure knowledge”, scout teachers and scouting experts have different point of view. However, regarding “environmental conservation and sustainability”, scout teachers and scouting experts decide on the same priorities. 3. On the learning content of “outdoor life and leisure knowledge”, scout teachers take “integration and application of outdoor leisure activities” as the first priority while scouting experts take “outdoor observation, tracking, reasoning the basic ability to cultivate and use” as the first one. 4. On the learning content of “environmental conservation and sustainability”, scout teachers take “understanding, participation and reflection on international environmental issues” as the first priority while scouting experts take “the exploration, implementation and reflection of sustainable environmental protection in camping activities” as the first one. 5. In conclusion, this study is conducted to provide curriculum designers, the government, schools, all the teachers and the educationists specific advice.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060407021E%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88260
Other Identifiers: G060407021E
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