國中彈性學習課程之學生課程經驗研究─以國際移工課程為例

Abstract

本研究聚焦於教師設計與實施彈性學習課程所產生的學生課程經驗，以理解並反思國中教育現場所面臨彈性學習課程實踐的挑戰與機會。本研究採個案研究，選定北部某國中的一門彈性學習課程──國際移工課程，作為研究場域。整門課程授課時間共計八週，研究者藉由課前閱讀教案並訪談教師，課中觀察，課後訪談學生訪談和文件分析，理解學生在國際移工課程中的課程經驗。本研究主要發現：一、彈性學習課程於108課綱的定位屬於校訂課程範疇，教師共備社群藉由釐清總綱、校方、社會領域教師自身的期待，並取各方之交集而生成課程，訂定課程主題為國際移工，意圖為發展學生對於全球化下移工現象的理解，包含了連結真實世界以及培養同理移工的態度。二、學生建構習得課程的歷程，閱讀了著重藍領移工艱辛處境的課程素材、討論時帶入自己過去對移工的觀察與見解、實作表現任務時依循的規準著重知識與技巧等，使學生主要習得了藍領移工的處境，以及準備找工作和做報告技巧等意料之外的效果。藉由關注學生的課程經驗，可以發現學生在學習歷程中如何學習，可以看見學生容易在哪些環節產生共鳴，哪些環節促成意料之外的效果。類似課程未來能試以「大概念」進行課程設計，並採用多元的學習設計，如體驗式學習或教育戲劇等，有機會促成學生經驗貼近原先的課程意圖。

After the implementation of the 108 Curriculum Guidelines, the researcher has had experience in developing and implementing School-developed Curriculum. There are fewer studies on what students learn in School-developed Curriculum. This study focuses on students' experiences of the curricular generated by school teachers' design of the curricular and the pedagogical context, and understands and reflects on the challenges and opportunities of the implementation of School-developed Curriculum in the junior high school. In this study, one of the School-developed Curriculum, the International Migrant Workers Curricular, in a pilot school of 108 Curriculum Guidelines in the northern part of the Taiwan was selected as the case. The researchers read the lesson plans and interviewed the teachers before the lesson conducted, observed during the lessons, and interviewed the students after the lessons, and analyzed the documents to understand the students' experiences in the International Migrant Workers Curricular.

The main findings of this study are as follows: a. Although the School-developed Curriculum is positioned in the 108 Curriculum Guidelines as a School-developed Curriculum, the Professional Learning Community has continuously clarified the expectations of the Guidelines, school, teachers in the social studies domain themselves. The social studies domain teachers generated the curricular from the intersection of all levels, so that the theme of the curricular is International Migrant Workers, and the intention is to understand the phenomenon of Migrant Workers in the context of globalization, which includes connecting to the real world and cultivating an empathetic attitude towards migration. b. Students constructed attained curriculum by reading learning materials that emphasized the difficulties of blue-collar Migrant Workers, bringing in their own past experiences and insights into the discussions, and following the knowledge and skills in the performance task criteria during the oral presentation, so that they learned about the situation of blue-collar Migrant Workers, as well as the unexpected effects of the curricular. For example, the detail about the career and skills about presentations.By paying more focus on students' experiences in the curricular, it is possible to find out how students learn in the learning process, and to see where students tend to resonate with teaching materials and where unexpected effects gradually emerge. In the future, similar curriculum can try to take the "Big Idea" in curriculum design and adopt diversified learning designs, such as experiential learning or Drama-in-Education, etc., which will have the opportunity to facilitate students' experience to be close to the original intention of the curriculum.