學校本位課程設計與實施之研究 —以探索教育方案為例
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2013
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本研究旨在探討學校本位課程設計與實施之研究—以探索教育方案為例，以臺北市某高中國中部七年級學生為研究對象。本研究方案參考探索教育活動文獻，配合研究者任教學校推展之本位課程目標而設計，進行每週100分鐘，共六週的課程，以瞭解學校本位課程探索教育活動方案設計與實施之歷程。本研究研究目的有三：
一、 設計可在本位課程中實施的探索教育方案。
二、 了解在本位課程實施過程中的問題為何。
三、 找出解決課程實施中所發生問題的方法。
本研究以「人際溝通」、「團隊合作」、「問題解決」進行三大單元課程活動設計，隨機抽取一班國中七年級共34名學生進行教學，過程中經由觀察、文件分析、教學札記蒐集資料，探討學校本位課程設計與實施之歷程與所遭遇之困難，其研究結果如下：
一、 學校本位課程探索教育活動方案之發展歷程會因活動執行時間、學生安全問題、學生表現情形來進行調整，確實可在本位課程實施。
二、 學校本位課程課程中的主要困難為課程時間、課程活動與課程配套問題，授課前要事先準備，授課中須依實際情形來進行調整。
最後依據本研究結論，提供具體可行之建議做為探索教育活動融入本位課程之參考，並針對未來研究提出建議。
The purpose of this study was to explore the incorporation of adventure education into the school-based curriculum, with the seventh grade students as research subjects. To better understand the issue, related references of adventure education were reviewed. Furthermore, a 100-minute a week, six-week long course was designed based on the school-based curriculum implemented in the school where the researcher taught to understand the process of incorporating adventure education activities into the school-based curriculum. There were three main purposes of this study: First, design an adventure education program that can be implemented in a school-based curriculum. Second, find out potential problems aroused in the implementation process. Third, hope to find out possible solutions to those problems. In this study, the researcher designed three activities on the basis of three key abilities, including "interpersonal communication," "teamwork," and "problem solving". Thirty-four seventh grade students were chosen at random as the participants in this study. The data were collected from methods of observation, document analysis, and teaching notes to investigate the difficulties and problems faced in the process of incorporating adventure education into the school-based curriculum. The findings of this study were as following: First, the developing process of adventure education would be adjusted according to time, students’ safety issues and students’ performance, and it can be implemented in the school-based curriculum. Second, the main difficulties arise from the time of the curriculum, activities and related supporting measures. As a result, it was advised that teachers prepare in advance and make adjustments if needed. Based on the findings, some suggestions were provided in order to shed light on the incorporation of adventure education into school-based curriculum and future studies.
The purpose of this study was to explore the incorporation of adventure education into the school-based curriculum, with the seventh grade students as research subjects. To better understand the issue, related references of adventure education were reviewed. Furthermore, a 100-minute a week, six-week long course was designed based on the school-based curriculum implemented in the school where the researcher taught to understand the process of incorporating adventure education activities into the school-based curriculum. There were three main purposes of this study: First, design an adventure education program that can be implemented in a school-based curriculum. Second, find out potential problems aroused in the implementation process. Third, hope to find out possible solutions to those problems. In this study, the researcher designed three activities on the basis of three key abilities, including "interpersonal communication," "teamwork," and "problem solving". Thirty-four seventh grade students were chosen at random as the participants in this study. The data were collected from methods of observation, document analysis, and teaching notes to investigate the difficulties and problems faced in the process of incorporating adventure education into the school-based curriculum. The findings of this study were as following: First, the developing process of adventure education would be adjusted according to time, students’ safety issues and students’ performance, and it can be implemented in the school-based curriculum. Second, the main difficulties arise from the time of the curriculum, activities and related supporting measures. As a result, it was advised that teachers prepare in advance and make adjustments if needed. Based on the findings, some suggestions were provided in order to shed light on the incorporation of adventure education into school-based curriculum and future studies.
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Keywords
探索教育, 學校本位課程, adventure education, school-based curriculum