國民中學社會學習領域實施九年一貫課程現況之檢討

Abstract

摘要

本研究旨在探討國民中學社會學習領域實施九年一貫課程的情形。為了達成研究目的，本研究首先採用文件分析法，以相關文件的探討為基礎，瞭解社會學習領域課程之特色、實施之情況與問題之後；就民國三十七年以至民國八十九年九年一貫課程綱要頒布，歷次修訂之課程標準或課程綱要為依據，深入分析其課程目標及相關內容之變與不變，並掌握其演進的趨向與發展的重點。其次利用觀察法與訪談法，於九十四年四月至九十四年十ㄧ月之間，研究者觀察所服務學校社會學習領域九年一貫課程之實施現況。並透過國民中學社會領域教師十位、相關行政人員與臺北市國民中學社會學習領域輔導團教師之訪談，以及其問卷調查資料之分析，獲得本研究結果。 本研究共分為五章。第一章為緒論；第二章為社會學習領域實施九年一貫課程的特色；第三章為社會學習領域實施九年一貫課程的現況；第四章為社會學習領域實施九年一貫課程之問題；第五章為結論與建議。根據研究結果，提出結論如下： 一、社會領域教師對九年一貫課程綱要已經具有相當程度的認知，認為社會學習領域時數需要加以修訂。 二、統整課程的推動及協同教學的實施，缺乏具體成效，需要有周延完整的配套措施。 三、教科書是教師教學的主要依據，教師自編教材之發展有待加強。 四、教科書選用，形成一綱多本的亂象，多數教師希望教科書有統一的部編版。 五、九年一貫課程實施後，教師在教學中最大的困擾是教學時數不足，其次是教師任 教班級數太多。 六、教師認為各類進修研習內容，對領域教師教學最有助益的是創新教學。 七、透過校外教學及配合學校行事曆，結合相關領域進行統整教學活動，推展學校本位課程。 八、九年一貫課程實施後，教師採用的教學方式依序有：傳統講述法；多媒體資訊融入；進行分組教學活動；配合學習單的運用。 九、國中基本學力測驗影響教學，考試領導教學的情況嚴重，學生負擔加重。 十、多元化教學評量的理想需要再加強，質化評量造成教師嚴重負擔。 依據上述之結論，研究者分別對提出相關的建議如下： 一、對主管教育行政機關之建議 （一）建立課程綱要修訂機制。 （二）提昇教師專業知能，建立教師輔導系統。 二、對學校的建議 （一）學校應做好課程改革相關配套措施。 （二）教師要熟悉課程綱要，掌握其精神與內涵。 （三）培養教師團隊合作精神，不斷的自我進修提昇專業能力。 最後，研究者並從研究領域及研究對象二方面提出對未來研究之建議。

關鍵字：社會學習領域、九年一貫課程、課程綱要Abstract

The purpose of this study was to compare social course applied to 1-9 curriculum at Junior High School. The researcher studies relative reference to understand the characteristics of social course, the situation of practice and problem. From year 37 of the Republic of China to year 89 of the Republic of China 1-9 curriculum outline was issued, we studied several times the modified curriculum standard and curriculum outline, then further detail analysis changed and unchanged of curriculum aim and related content as well as controlled evolution of incline and key point of development. From 94 year September to 94 year October, researcher observed the effect of 1-9curriculum appliance to the junior high school that she works. This achievement was gotten through ten social course teachers, relative administrators and Taipei junior high school teachers of the social course guidance of the regiment to analyze of interview and questionnaire. This research has five chapters. The first chapter is introduction; the second chapter is peculiarity of social learning course to implement 1-9 curriculum; the third chapter is current condition of social learning course to implement 1-9 curriculum; the fourth chapter is the problem of social learning course to implement 1-9 curriculum; the fifth chapter is conclusion and suggestion. According to result of study, we have the following conclusions: 1. Teacher should cognize the nine-year integrated curriculum more detail and has much time to learn social course. 2. There are many editions of textbook now, so it results in confuse of learning. Many teachers hope to have only one edition at social course. 3. In any kinds of studying and learning realm, teachers regard the creative teaching is the most effective for them. 4. To improve integrated curriculum, it is difficult to implement at being conjunction with the teaching, if those do not have integrity measuring. 5. After implemental nine-year integrated curriculum, the most perplexing for teacher is shortage for teaching hour, then it also has too many classes to teach. 6. Pertaining to improve integrity teaching and being conjunction with teaching, there must have widely integrity to approach. 7. Through outside of school teaching, there can combine different teaching field to integrity teaching activity, then it can develop special features of basis curriculum. 8. After implemental nine-year integrated curriculum, teacher use teaching technique including traditional oral teaching, multi-media teaching, grouping teaching activity and using learning list etc. 9. The basic achievement test of junior high school could affect the learning way, so it is very serious about examination influence the teaching and increasing the load of students’ lessons. 10. It must strengthen the idea of multi-element evaluation but the quality evaluation could increase the load of teachers’ work. According above conclusion, researcher suggests the following relative comment: 1. Suggest to the supervisor education administration organization. (1). Establish mechanism to revise curriculum outline (2). Promote Profession consciousness of teachers, Build the guiding system of teachers. 2. Recommend to school administrator. (1). Administrator of school should do better to curriculum revise relative integration. (2). Teacher has to familiar to curriculum outline and understands the key point and content. (3) Training the attitude of teachers’ cooperation and constant study to improve their profession ability themselves. Finally, researcher already has suggested the upcoming study comment about research scope and research object.

Keywords: social learning course, 1-9 curriculum, curriculum outline.