七年級公民科社會單元案例建構與教學實踐之研究
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2015
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本研究旨在發展七年級公民科社會單元的案例課程，以關心公共事務、社
會團體組成為主題，透過實際事件改寫完成案例文本後，進行教學實踐；同時揀選多元文化教育中國際移工主題的現成案例進行教學，以分析、探討案例課程教學實踐結果。
首先藉由文獻資料蒐集和閱讀建立案例教學立論基礎，再進行案例文本的
撰寫，採用行動研究法對一所台北市公立七年級4 個班，共120 位的學生，進行為期3 週12 節課的正式教學和歷程修正。研究資料的蒐集有教室觀察記錄、教學省思札記、學習單、學生回饋單和學生訪談等，以質性研究的方式進行資料的整理、比對與分析，輔以描述統計的量化方式予以檢核，藉以瞭解學生的學習情況，以及研究者的教學的成效，作為案例教學課程的評估與調整依據。
根據本研究課程實施的結果，歸納如下的結論：
一、設計案例時，遭遇的困境及解決方法
(一) 案例主題的決定，可以參考同科同年級老師的建議。
(二) 案例文本完成後，可以使用案例檢核表進行檢視或給同年級其他未參與研究歷程的學生閱讀檢視。
(三) 從實際教學過程中學生討論的情況，修正案例問題設計。
(四) 與參與研究的班級導師討論分組名單。
二、實踐案例時，遭遇的困境及解決方法
(一) 可以使用獎勵制度鼓勵學生發言和提醒討論過於熱烈的音量。
(二) 當學生的討論內容沒辦法衍伸時，就是修正研究問題的時候。
(三) 適時向學生說明溝通和討論的技巧和方法，有助於提升學生討論的效能。
(四) 注意討論氛圍的帶動和時間的掌控。
三、學生在案例教學中的學習歷程與評價
(一) 學生在案例教學中的溝通、討論和發表學習歷程有顯著提升的改變。
(二) 學生對案例教學的評價
1. 多數學生認為公民參與和國際移工的案例主題有助於相關課程的吸收。
2. 多數學生認為案例教學法有助於案例主題內容的吸收。
3. 多數學生表示喜歡使用案例教學的教法進行學習。
4. 多數學生認為案例教學法比起傳統教學法更能讓學習成果印象深刻。半數的學生認為一學期可以實施3 次以上的案例教學。
關鍵詞：七年級公民科社會單元、案例教學法、案例建構、教學實踐
This study aims to develop civic Case seventh grade curriculum subjects social unit to care public affairs, community groups to form as the theme, through the completion of the case after the actual event rewritten text, teaching practice; while picking multicultural education in international topics of migrant workers ready-made teaching cases to analyze, investigate cases Teaching Practice results. Firstly, the theoretical basis of case teaching by collecting and reading the literature, and then write the text of the case, the use of action research method to a Taipei public seventh grade four classes, a total of 120 students, for a period of three weeks 12 lessons formal teaching and course corrections. Collect research data are classroom observations, teaching reflection notes, learning single, single student feedback and student interviews, etc., in a manner of qualitative research to collate information, comparison and analysis, combined quantitative way descriptive statistics to be seized nuclear, in order to understand student learning and the effectiveness of teaching researchers, as a case of curriculum evaluation and adjustment basis. According to the results of this study curriculum implementation, the conclusions are summarized as follows: 1.The design of the case, the difficulties encountered and solutions： (1)To decide the case subject, you can refer to the same family with grade teacher's recommendation. (2)Upon completion of the case of text, you can use the checklist were viewing the case to the same grade or other students not involved in the research history of reading view. (3) From the actual process of teaching students discussed the case design problems corrected. (4)The list of discussion groups and participating in the study class mentor. 2.When the practice cases, difficulties encountered and solutions (1) You can use the reward system to encourage students to speak and remind discuss too warmly volume. (2) When the student can not discuss the contents of an extension of time, when the study is to fix the problem. (3)Timely explain to students the skills and methods of communication and discussion, help to improve the effectiveness of student discussion. (4)Note discuss climate control driven and time. 3.The student learning process and evaluation In the case of teaching (1)In the case of teaching students to communicate, discuss and publish significantly enhance the learning process has changed. (2)Evaluation of the case teaching of students： ○1 The majority of students believe that citizen participation and international migrant workers to help absorb the case of theme-related courses. ○2 The majority of students believe that the case teaching method helps to absorb the subject matter of thecase. ○3 Most of the students said they liked using case teaching teachings learn. ○4 The majority of students believe that the case teaching method compared to traditional teaching methods to make learning outcomes more impressive. Half of the students that one semester can implement more than 3 times the Case Teaching. Keywords：citizen seventh grade social division unit, case teaching method, case construction, teaching practice
This study aims to develop civic Case seventh grade curriculum subjects social unit to care public affairs, community groups to form as the theme, through the completion of the case after the actual event rewritten text, teaching practice; while picking multicultural education in international topics of migrant workers ready-made teaching cases to analyze, investigate cases Teaching Practice results. Firstly, the theoretical basis of case teaching by collecting and reading the literature, and then write the text of the case, the use of action research method to a Taipei public seventh grade four classes, a total of 120 students, for a period of three weeks 12 lessons formal teaching and course corrections. Collect research data are classroom observations, teaching reflection notes, learning single, single student feedback and student interviews, etc., in a manner of qualitative research to collate information, comparison and analysis, combined quantitative way descriptive statistics to be seized nuclear, in order to understand student learning and the effectiveness of teaching researchers, as a case of curriculum evaluation and adjustment basis. According to the results of this study curriculum implementation, the conclusions are summarized as follows: 1.The design of the case, the difficulties encountered and solutions： (1)To decide the case subject, you can refer to the same family with grade teacher's recommendation. (2)Upon completion of the case of text, you can use the checklist were viewing the case to the same grade or other students not involved in the research history of reading view. (3) From the actual process of teaching students discussed the case design problems corrected. (4)The list of discussion groups and participating in the study class mentor. 2.When the practice cases, difficulties encountered and solutions (1) You can use the reward system to encourage students to speak and remind discuss too warmly volume. (2) When the student can not discuss the contents of an extension of time, when the study is to fix the problem. (3)Timely explain to students the skills and methods of communication and discussion, help to improve the effectiveness of student discussion. (4)Note discuss climate control driven and time. 3.The student learning process and evaluation In the case of teaching (1)In the case of teaching students to communicate, discuss and publish significantly enhance the learning process has changed. (2)Evaluation of the case teaching of students： ○1 The majority of students believe that citizen participation and international migrant workers to help absorb the case of theme-related courses. ○2 The majority of students believe that the case teaching method helps to absorb the subject matter of thecase. ○3 Most of the students said they liked using case teaching teachings learn. ○4 The majority of students believe that the case teaching method compared to traditional teaching methods to make learning outcomes more impressive. Half of the students that one semester can implement more than 3 times the Case Teaching. Keywords：citizen seventh grade social division unit, case teaching method, case construction, teaching practice
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七年級公民科社會單元, 案例教學法, 案例建構, 教學實踐, 案例建構, 教學實踐, 教學實踐, citizen seventh grade social division unit, case teaching method, case construction, teaching practice