小組闖關模式運用於童軍教育之探究

Abstract

本研究採取混合研究法，探討童軍教師實施小組闖關教學模式的教學決策以及國中生的感受情形，研究乃是以國民中學綜合活動領域童軍科為例，透過小組闖關教學模式的實施、蒐集學生的小隊任務成果、學生筆記本、學生與教師訪談資料、學生態度量表問卷、教師觀察札記等，以了解學生在教師運用小組闖關教學模式中的感受情形，學生的學習過程以及童軍教師在課堂中的教學決策面向。研究對象以研究者任教之國中部九年級，以抽樣選擇兩個班級，共約50位學生；教學者為任教九年級的童軍科老師，進行為期三周的教學，每周一堂，每堂45分鐘。根據研究資料顯示，研究結果發現有以下四點：小組闖關教學模式呼應素養導向的童軍課程教學;小組闖關教學模式課程有助於提升教師教學效率以及課程連結感;小組闖關教學模式提升國中學生童軍課程期待感與參與度；小組闖關教學模式讓國中學生展現團隊合作與溝通能力；童軍教師實施小組闖關教學模式時的教學決策，為教師教學經歷、學生特質與師生互動、課程器材及導師班級經營風格、教師情緒四大面向，分別影響課程細節規畫、課程教學方法、課程教學節奏以及學生回饋反應。本研究結果可作為綜合活動領域童軍科教師教學之參考。This study adopted mixed-methods research to explore the group breaking through the barricade mode for the scouting teacher and the junior high school students in the integrated activity of scouting learning. The study was to know further about the teacher’s feeling, instructional decision, student’s feeling and their learning process by collecting the students’ learning results, students’ notes, feedback from the teacher and students, interviews, classroom observations, and the teacher’s reflections. The researcher collected sampled data from two classes with about 50 ninth-grade junior high school students and their scouting teacher. The course was conducted for three weeks, one session a week, 45 minutes a session. Based on the data, there are five major findings. First, the course of scouting group breaking through the barricade mode can respond to literacy-based scout teaching. Second, the course of scouting group breaking through the barricade mode improved the teacher’s teaching efficiency and course flow. Third, the course of scouting group breaking through the barricade mode improved the junior high school students’ course expectation and participation. Fourth, the course of scouting group breaking through the barricade mode helped the students to show the teamwork and communication skills. Fifth, in the course of scouting group breaking through the barricade mode, the scouting teacher made the instructional decision from four dimensions: (1) the teacher’s teaching experiences, (2) students’ personality and teacher-student interaction, (3) course requirements and the teacher’s classroom management style, and (4) the teacher’s emotion. These dimensions affected the teacher’s course planning ability, teaching method, teaching pace and feedback from students. Based on the research findings, this study shed lights on the activity learning area of scouting teacher and provided other researchers with helpful reference for future research.