學生的課程詮釋--以建中人文社會科學資優班學生為例
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2008
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Abstract
本研究旨在探討參加人文社會科學資優課程的學生對於課程的詮釋與看法，因此，本研究之研究目的有三：了解學生如何詮釋「人文社會科學資優課程」的課程經驗、了解學生對「人文社會科學資優課程」之看法與想法以及從學生的課程詮釋中探討人文社會科學資優課程。
本研究採取質性研究中的個案研究法，首先閱讀學生課程詮釋的相關文獻，建立本研究的理論基礎後，再以台北市立建國高級中學之人文社會科學資優班為探究脈絡，選擇第二屆人社班的學生作為探究學生課程詮釋的對象。而在資料蒐集方面，本研究運用訪談、觀察以及文件分析等方式，藉由傾聽學生的聲音，瞭解學生對於人文社會科學資優課程的看法，並從學生對課程的回應中，探討人文社會科學資優課程之實施意義。
本研究發現如下：
一、人社課程有助於提升學生對人文社會科學的興趣並發展多項能力。
二、學生喜愛具實用性、衝突性的課程材料。
三、教師適時引導與同儕討論在課程活動中同等重要。
四、學生課程詮釋受到社會價值觀的影響。
五、在人文社會科學課程中，學生獲得發聲的機會，但其聲音仍然是較微弱的，且學生的發聲權還是掌握在課程設計者，或是教師的手中。
六、在人文社會科學課程中，確實能看見學生能動性的開展，然而這樣的開展仍是在課程結構的束縛下所實現的。
針對發現結論，以此對於人文社會科學資優課程之規劃以及未來研究提出相關的建議。
This study aims to explore the interpretations and views of students who participated in “Humanities and Social Sciences Curriculum” toward the courses they took. Thus, this study has three purposes: to understand how students interpret their learning experience of the courses they took, to understand students’ interpretations and viewpoints toward the courses, and to explore more about “Humanities and Social Sciences Curriculum” through students’ interpretations. This study is a qualitative case study design. It started with reading literature related to students’ interpretations of courses to set up the theoretical basis for this study. The Advanced Placement Class of Humanities and Social Sciences in Chien-Kuo High School is taken as the context for the research. As for data collection, interview, observation and document analysis methods were applied in this study. The research findings are as follows: 1. Humanities and Social Sciences curriculum helps to enhance students’ interest in humane-social science and to develop various abilities. 2. Students like pragmatic and controversial materials. 3. The teacher’s timely guidance is as important as discussions with peer students. 4. Students’ interpretations of courses are affected by social values. 5. In humane-social science project for gifted students, students’ voices are heard, but their voices are still weak, and the right of voice is controlled by course designers or teachers. 6. In Humanities and Social Sciences curriculum, students can develop their self-autonomy as an independent agency, but the development is still carried out within the limitations of the structure of courses. Based on the findings, this study also provides suggestions about the organization of humane-social science project for gifted students and for future studies.
This study aims to explore the interpretations and views of students who participated in “Humanities and Social Sciences Curriculum” toward the courses they took. Thus, this study has three purposes: to understand how students interpret their learning experience of the courses they took, to understand students’ interpretations and viewpoints toward the courses, and to explore more about “Humanities and Social Sciences Curriculum” through students’ interpretations. This study is a qualitative case study design. It started with reading literature related to students’ interpretations of courses to set up the theoretical basis for this study. The Advanced Placement Class of Humanities and Social Sciences in Chien-Kuo High School is taken as the context for the research. As for data collection, interview, observation and document analysis methods were applied in this study. The research findings are as follows: 1. Humanities and Social Sciences curriculum helps to enhance students’ interest in humane-social science and to develop various abilities. 2. Students like pragmatic and controversial materials. 3. The teacher’s timely guidance is as important as discussions with peer students. 4. Students’ interpretations of courses are affected by social values. 5. In humane-social science project for gifted students, students’ voices are heard, but their voices are still weak, and the right of voice is controlled by course designers or teachers. 6. In Humanities and Social Sciences curriculum, students can develop their self-autonomy as an independent agency, but the development is still carried out within the limitations of the structure of courses. Based on the findings, this study also provides suggestions about the organization of humane-social science project for gifted students and for future studies.
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Keywords
學生主體, 發聲, 課程詮釋, students as agency, voice, student’s interpretations of curriculums