綜合活動學習領域主題統整課程設計之研究
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2003
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本研究旨在探討綜合活動學習領域課程設計之相關概念、研擬綜合活動學習領域主題統整課程設計的可行步驟，並以屏東縣為例進行三個綜合活動學習領域之主題統整課程設計、列舉可融入綜合活動學習領域主題統整之資源，以提供教師進行綜合活動學習領域主題統整課程設計時之參考。
本研究採文獻分析與課程設計實作方式進行，文獻部分主要探討綜合活動學習領域的內涵與特色、課程設計的內涵、以及與綜合活動學習領域課程設計相關的研究分析；課程實作部分以文獻分析為基礎進行課程設計，包含學習節數的規劃、發展主題、選擇主題、研擬主題課程目標與設計主題課程架構等步驟，並以屏東縣為例進行「黑鮪魚文化季」、「墾丁風鈴季」、「抗SARS總動員」等三個主題統整課程設計。
根據文獻分析與研究者進行課程設計實作的歷程，歸納出以下結論：
一、綜合活動學習領域除含九年一貫課程之特色外，其規劃有確立課程地位、規範十項指定內涵為最低要求，以及新的教學評量概念等特色。
二、綜合活動學習領域學習節數安排上可採用學習節數的下限。
三、綜合活動學習領域課程設計以學生為主體、統整、達到基本能力、橫向連結與縱向連結為理想。
四、綜合活動學習領域主題統整課程設計的步驟為：決定教學節數、發展適當的主題、選擇適當的主題、研擬主題統整課程目標與設計主題統整架構、以及發展教學活動設計的程序。
五、將六大議題融入綜合活動學習領域之課程設計。
六、屏東縣可作為主題統整課程設計之主題列舉。
七、主題的選擇在進行以屏東地方特色為主題之綜合活動學習領域主題統整課程設計時，扮演重要的角色。
基於上述結論，本研究分別針對學校行政、教師、未來後續研究與九年一貫課程綱要修訂小組，提出以下建議：
一、對學校行政的建議：學校行政應支持與配合綜合活動學習領域的實施。
二、對教師進行綜合活動學習領域主題統整課程設計的建議：
（一）瞭解九年一貫課程之精神與綜合活動學習領域之理念。
（二）瞭解學生的需求與起點行為，設計需求評估表。
（三）選定學習的主題。
（四）研擬主題統整課程目標與設計主題統整架構。
（五）發展教學活動設計與學年整體課程計畫。
（六）課程檢討的程序宜力求真切完整。
（七）不斷進行專業成長並加強團隊合作。
三、對未來後續研究的建議
（一）現職教師投入行動研究。
（二）將分段能力指標轉化為較具體之教學目標。
四、對課程綱要修正的建議：修正課程綱要的錯誤（參考表4-7）。
The main purposes of this research are to explore the relevant ideas of the curriculum design in the integrative activities learning area and to draw up the viable procedures for designing the thematic integrated curriculum in the integrative activities learning area. By plotting three curriculum designs in the Pingtung County, the study lists the resources which could be involved in the thematic integrated curriculum in the integrative activities learning area in order to provide insights for teachers into the implementation of the curriculum. The study involves two major parts: the review of literature and the practice of curriculum design. In the first part, the study explores the meaning and characteristics of integrative activities learning area, and curriculum design. It also presents relevant analysis of the integrated curriculum design in the integrative activities learning area. In the second part, on the basis of the analysis of literature, through designing the curriculum, the study includes setting the number of classes, developing the subject, choosing the subject, plotting the goal of the curriculum and so on. Therefore, three subjects were chosen; one is “Toro Festival”, one is “Windchime of Kenting”, and the other is “Anti-SARS Mobilization”. According to the analysis of literature and the practices of curriculum design, the conclusions are as follows. 1. Besides incorporating the characteristic of the Grade 1-9 Curriculum, the program sets up the curriculum status, norms the basic requirement of the ten designated meanings, and creates the concept of new teaching appraisal and so on. 2. The number of the classes can follow with the regulation of the bottom line of classes. 3. Curriculum design in the integrative activities learning area is designed for students. It can integrate, meet the basic capacity and connect horizontally and vertically. 4. The steps of curriculum design include: deciding the number of class, developing proper subject, choosing proper subject, plotting the goal of the thematic integrated curriculum and designing thematic integrated framework, and developing the process of the teaching activities. 5. Involving six issues in the curriculum design in the integrative activities learning area. 6. Pingtung County can be used as a good example of the thematic integrated curriculum design. 7. Choosing proper subjects of the design of integrative activities learning area plays an important role in the Pingtung County example. Based on the above conclusions, this study provides the following suggestions for the school administration, teachers, the further research, and the Grade 1-9 Curriculum Guidelines improvement unit. 1. For the school administration: School administration should support and go with the practice of Integrative activities learning area. 2. For teachers: They should attend to the following things: a. Understand the spirit of Grade 1-9 Curriculum and the meaning of integrative activities learning area. b. Understand students’ need, their starting behaviors, and design need appraisal chart. c. Choose the theme of learning. d. Set the goal of thematic integrated curriculum and design the thematic integrated framework. e. Develop teaching activities design procedures and integral curriculum program for a school year. f. Make the process of course appraisal complete and accurate. g. Pursue professional growth and intensify continuous cooperation. 3. For future research: a. Current teachers should involve in action research. b. Separate competence indicators should be transferred into concrete teaching goals. 4. For the improvement of the curriculum guidelines: revise the errors of curriculum guidelines. (Refer to the table 4-7)
The main purposes of this research are to explore the relevant ideas of the curriculum design in the integrative activities learning area and to draw up the viable procedures for designing the thematic integrated curriculum in the integrative activities learning area. By plotting three curriculum designs in the Pingtung County, the study lists the resources which could be involved in the thematic integrated curriculum in the integrative activities learning area in order to provide insights for teachers into the implementation of the curriculum. The study involves two major parts: the review of literature and the practice of curriculum design. In the first part, the study explores the meaning and characteristics of integrative activities learning area, and curriculum design. It also presents relevant analysis of the integrated curriculum design in the integrative activities learning area. In the second part, on the basis of the analysis of literature, through designing the curriculum, the study includes setting the number of classes, developing the subject, choosing the subject, plotting the goal of the curriculum and so on. Therefore, three subjects were chosen; one is “Toro Festival”, one is “Windchime of Kenting”, and the other is “Anti-SARS Mobilization”. According to the analysis of literature and the practices of curriculum design, the conclusions are as follows. 1. Besides incorporating the characteristic of the Grade 1-9 Curriculum, the program sets up the curriculum status, norms the basic requirement of the ten designated meanings, and creates the concept of new teaching appraisal and so on. 2. The number of the classes can follow with the regulation of the bottom line of classes. 3. Curriculum design in the integrative activities learning area is designed for students. It can integrate, meet the basic capacity and connect horizontally and vertically. 4. The steps of curriculum design include: deciding the number of class, developing proper subject, choosing proper subject, plotting the goal of the thematic integrated curriculum and designing thematic integrated framework, and developing the process of the teaching activities. 5. Involving six issues in the curriculum design in the integrative activities learning area. 6. Pingtung County can be used as a good example of the thematic integrated curriculum design. 7. Choosing proper subjects of the design of integrative activities learning area plays an important role in the Pingtung County example. Based on the above conclusions, this study provides the following suggestions for the school administration, teachers, the further research, and the Grade 1-9 Curriculum Guidelines improvement unit. 1. For the school administration: School administration should support and go with the practice of Integrative activities learning area. 2. For teachers: They should attend to the following things: a. Understand the spirit of Grade 1-9 Curriculum and the meaning of integrative activities learning area. b. Understand students’ need, their starting behaviors, and design need appraisal chart. c. Choose the theme of learning. d. Set the goal of thematic integrated curriculum and design the thematic integrated framework. e. Develop teaching activities design procedures and integral curriculum program for a school year. f. Make the process of course appraisal complete and accurate. g. Pursue professional growth and intensify continuous cooperation. 3. For future research: a. Current teachers should involve in action research. b. Separate competence indicators should be transferred into concrete teaching goals. 4. For the improvement of the curriculum guidelines: revise the errors of curriculum guidelines. (Refer to the table 4-7)
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Keywords
綜合活動, 主題統整, 課程設計