國民中學綜合活動學習領域輔導活動課程之核心內容知識分析研究

Abstract

本研究旨在瞭解目前國中綜合活動學習領域輔導活動課程之核心內容知識，主要利用內容分析法針對現行國中育成、南一、康軒與翰林等綜合活動教科書進行分析與比較，同時運用訪談對該領域教師進行晤談，以瞭解其對輔導活動相關教材之看法，並與分析結果交互檢證與討論，並採三角校正提升研究信效度。其具體發現如下：

一、四版本綜合活動教科書輔導活動課程皆以「自我探索」為主要課程主題類目，且多為「生涯探索」次類目主題內容。研究結果顯示教科書主題符合課程綱要要求，但無法明確說明輔導活動的核心內容知識。而課程多集中在生涯探索主題內容，整體內容有分佈不均的現象。

二、受訪教師認為輔導活動課程的意義理念應以「自我」為主，以學生的發展階段及需求來安排適切的課程主題與內容，而輔導活動的「活動」只是手段，其目的是藉由「活動」的進行，引導學習者透過體驗、省思與實踐的心智及行為運作，將知識轉化為能力。所以，輔導活動課程的核心是在重視「人」的獨特性展現。

三、「體驗、省思與實踐」即為Bloom所提之「後設認知」知識向度以「應用」的認知歷程向度展現之具體表現；而「自我探索」、「生涯探索」便是讓學生可以連結回歸自我，以達「後設認知知識」目標的工具。所以，輔導活動課程之核心內容知識屬於後設認知知識。

最後則對針對國中綜合活動領域輔導活動教師教學、教科書編寫、師資培育機構在養成教師，以及後續研究提出建議以供參考。

The present study aims to examine the core content of the guidance activity curriculum in junior high school integrated activity learning area. Content analysis was made to compare four versions of junior high school integrated activity textbooks, including Uchen, Nani, Kanghsuan and Hanlin. At the same time, interviews were conducted with some teachers in the field to probe their opinions about learning materials related to guidance activities, which were then subject to cross-validation with the analysis of the textbooks. Also, triangulation was used to increase the reliability and validity of the study. The findings were as follows:

First, the four versions of guidance activity textbooks had a common main theme, namely self-exploration. And the common secondary theme was career exploration. The results showed that the topics of the textbooks corresponded with the curriculum guide, but they could not clearly explain the core content of guidance activities. The curriculum was mostly focused on career exploration, indicating that the curriculum content was not balanced.

Second, the interviewees thought that the meaning of the guidance activity curriculum should lie primarily in the self, and the topics of the curriculum should be in accordance with the developmental stages and the needs of students. The activities implemented in guidance activity classes were just a means to an end. The purpose was to guide learners, via activities, through experience, reflection, and application of the ways in which mind and behavior worked to transform knowledge into ability. Therefore, the core of the guidance activity curriculum was valuing the individuality of people.

Third, experience, reflection, and application were manifestations of the cognitive processing dimension in metacognitive knowledge, which was proposed by Bloom. Self exploration and career exploration were the tools which students could use to connect with themselves to achieve metacognition. Hence, the core content of the guidance activity curriculum was metacognitive.

Finally, suggestions were put forth as to the aspects of the teaching of guidance activities in junior high school integrated activity learning area, the writing of textbooks, teacher training in teacher training institutions, and future studies in this field.