跨領域彈性學習課程的實施與情意提升—以國民中學社會與綜合活動的跨領域課程為例

Abstract

「十二年國民基本教育課程綱要總綱」實施後，期待各校依據特色發展彈性學習課程（以下簡稱「彈性課程」），以學生為本，連結知識與生活。筆者實施三年彈性課程─「旅讀竹南」的教學後，發現學生對課程興趣低落，為讓課程更貼近學生的需求─讓學生對自己、家庭、人與人的對待關係等，參考友校的經驗以及在教學現場的觀察，筆者試圖在原有的課程中，嘗試融入綜合活動領域的學習重點，設計跨領域課程。本文為跨領域課程提升情意的個案研究，旨在以跨領域的方式設計九年級下學期「旅讀竹南」中的一門課程─「家族遷移地圖與家鄉菜」，進而探討學生在課程中的情意提升。在個案研究過程中，逐步建立起跨領域課程設計的模組，記錄課程設計、實施，及後續教師反思的動態過程。最後利用情意態度問卷、分析課室觀察表及學生回饋等評量，多方分析、驗證情意提升的狀況。研究結果顯示：跨領域課程的設計必須檢視課程規劃表，選擇適合發展的課程主題，並統整領域學習重點，編寫適合的教學目標串聯課程。在課程的實施過程中，必須在準備、執行及教師反思中不斷滾動式修正，讓跨領域課程的實施更加順暢。最後，評量結果顯示，跨社會領域和綜合活動領域的「家族遷移地圖與家鄉菜」課程設計，能使學生對於課程學習的積極度增加，願意與家人有更多的溝通；更願意接受、傾聽並包容他人的意見和生活中的故事，此外，也比之前更能夠尊重、同理他人的感受。After the implementation of the"12-Year Basic Education Curriculum Guidelines", it is expected that each school will develop school-developed curriculum learning courses based on their characteristics, with a student-centered approach to linking knowledge and life. After three years of teaching school-developed curriculums on campus, the author found that students had low interest in the course. In order to make the course more relevant to the needs of students, let students learn about themselves, their families, and the relationship between people, etc., refer to other schools in Miaoli experience and observations at the teaching site, the author tried to design a cross-domain curriculum in the Social Studies and Integrative Activities based on the original curriculum.This study is a case study of cross-domain curriculum to enhance affection. It aims to design a course in the second semester of ninth grade"Traveling in Zhunan" - "Family Migration Map and Hometown Cuisine" - in a cross-domain way, and then explore the students' experience in the course enhancement of affective effect. During the case study process, a cross-domain curriculum design module was gradually established to record the dynamic process of curriculum design, implementation, and subsequent teacher reflection. Assessments such as the affection attitude questionnaire, analytical classroom observation, and student feedback wereused to analyze and verify the improvement of affection in multiple ways.The results show that the design of cross-domain courses must review the course planning table, select course topics suitable for development, integrate the learning focus of the domain, and write a series of courses suitable for teaching objectives. During the course implementation process, continuous rolling revisions must be made during preparation, execution, and teacher reflection to make the implementation of cross-domian courses smoother.Finally, the evaluation results showed that the"Family Migration Map and Hometown Cuisine" course design across Social Studies and Integrative Activities made students more enthusiastic about the course and willing to have more communication with their families.They were more willing to accept, listen and tolerate other people’s opinions and life stories, in addition, they can respect and empathize with other people’s feelings more than before.