教育優先區中小學營隊活動實施歷程與潛在課程之探究
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2015
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Abstract
本研究旨在探討教育優先區中小學營隊活動的實施歷程與潛在課程，為達研究目的，研究者採取質性研究的方式，選定一支於104年寒假辦理教育優先區營隊活動的隊伍，團隊成員為北部一所師資培育大學之學生，活動地點位於北部近郊一所國小。研究者透過觀察營隊從籌備到實施的過程，並藉由訪談九位服務員和文本分析的方式，蒐集相關資料，以完成呈現教育優先區營隊活動的樣貌，進而探討其中所隱藏的潛在課程，本研究歸納結論如下：
一、營隊的目標與方向亟待重新省思
二、因循舊制的營隊組織難以改革及創新
三、參與營隊與擔任教職相關經驗相輔相成
四、學生在營隊中的學習成效未受重視
五、營隊的潛在課程形塑成員的規範與態度
根據上述結論，研究者提出對營隊目標、組織架構及內容設計；教育優先
區補助相關制度；還有未來研究等三方面之相關建議以供後續參考
This study aims to explore the implement and hidden curriculum of school camp activities regarding school regions of educational priority area. This research is a qualitative study, one volunteer team in an University of Educational was chosen for case study. They completed the activity in the winter vacation of this year. Researcher observed the process from preparation to the implementation, and interviewed with nine staff, and analyze information to collect and analyze information. The conclusions are as follows: 1. The camp goals and direction need urgently to re-reflection. 2. Following the old system, the camp is difficult to reform and innovation. 3. Participation in camp is complement of he experience of being a teacher. 4. The learning outcomes of student was ignored in the camp. 5. The hidden curriculum of camp form the norms and attitudes of members. According to the results in this study, some suggestions on the camp, educational priority area and further researches are offered.
This study aims to explore the implement and hidden curriculum of school camp activities regarding school regions of educational priority area. This research is a qualitative study, one volunteer team in an University of Educational was chosen for case study. They completed the activity in the winter vacation of this year. Researcher observed the process from preparation to the implementation, and interviewed with nine staff, and analyze information to collect and analyze information. The conclusions are as follows: 1. The camp goals and direction need urgently to re-reflection. 2. Following the old system, the camp is difficult to reform and innovation. 3. Participation in camp is complement of he experience of being a teacher. 4. The learning outcomes of student was ignored in the camp. 5. The hidden curriculum of camp form the norms and attitudes of members. According to the results in this study, some suggestions on the camp, educational priority area and further researches are offered.
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教育優先區, 教育優先區中小學營隊活動, 潛在課程, educational priority area, school camp activities regarding school regions of educational priority area, hidden curriculum