台北縣國民中學自然與生活科技領域課程統整實施現況及問題研究 A Study on Science Curriculum Integration and its Practice in Junior High School of Taipei County.

Abstract
自然與生活科技學習的主要目標,在提升國民的科學與科技素養,以適應現代化的社會生活。依據課程綱要所揭示,學習領域之實施則應掌握統整之精神。然而自然與生活科技領域原本就是分離獨立的數個學科,九年一貫綱要在修正後則不再強制要合科教學後,自然與生活科技領域在統整課程的實施現況為何?新課程或教學方法是否能夠成功的實施,一個相當重要的因素便是老師對此新課程或教學方式的態度或支持程度。本研究意圖透過調查來瞭解教師對統整課程或教學態度,教師設計統整課程的真實情況,教師對於實施課程統整是否能達成課程統整理論所應有學習成就的看法,以及影響其進行統整課程實施的因素。研究對象為台北縣國民中學自然與生活科技領域教師。研究結果發現如下: 1. 學校班級數對於跨領域統整設計模式有明顯相關,小型學校實施跨領域統整的比例高於中型及大型學校。 2. 教學型態中採分科教學的老師都沒有設計過跨領域統整課程的經驗,也幾乎沒有實施僅採用主題而另行編選教材的課程設計。 3. 在正式的課程綱要修正後,有53%的受訪教師在94學年度其學校已經不再實施統整課程。其中以採分科教學者的學校今年度不再實施統整課程的比例較高。 4. 教師對主動規劃實施統整課程的意願不高,如果行政單位不要求,有超過半數的受訪老師,表示不會主動去規劃實施統整課程。 5. 影響教師實施意願的背景變項中最相關的是課程設計能力,研究結果顯示教師課程設計能力是教師所認為課程統整的問題所在。 6. 目前有實施統整者以單一學科內統整為主,普遍仍以教科書為主要教材,教師普遍自認學科專業素養不足以勝任統整課程的教學。 7. 教師普遍偏贊同對於統整課程能提升學生相關能力及有助於統整零碎的知識等成效。 8. 教師對既有課程統整實施所產生的問題如流於形式、為統整而統整,以及所造成的工作負擔增加、時間不足影響教學品質、排課困難等看法都趨於認同。 9. 進行課程統整能增進教師專業能力。
The science and technology study essential target, is promoting national's science and the technical accomplishment, adapts the modernized social life. Promulgates based on the curriculum guidelines, implementation the study domain should grasp the spirit of curriculum integration. However the science and technology area originally separates the independent several disciplines, Grade 1-9 Curriculum Guidelines after revision then no longer forces to have to gather the branch teaching, so educates under the environment in at present, what is the situation in the science and technology area making integration the integration curriculum implementation? The new curriculum or teaching method whether can reach the success implementation, a quite important factor then be teacher regarding this the new curriculum either the teaching way manner or the degree of support. This research intention penetration investigation understood the teacher of the teaching manner, the real situation of the teacher to make the curriculum integration, Object of study for Taipei County public junior high school science and technology domain teacher. The findings discovery is as follows: 1.The school class and grade number to make curriculum integration have the obvious correlation, the small school implements the proportion which the cross area makes curriculum integration to be higher than medium and the large school. 2.In the teaching state picks divides into separate fields , all teachers not have the experience to design cross-areas curriculum integration, and also does not have the implementation of the integrated curriculum. 3. After official curriculum outlines revision, 53% of visited teachers is already no longer to implement curriculum integration in 94 school year. 4.The teacher makes curriculum integration to the initiative plan implementation the wish not to be high, if the administrative unit does not request, has surpasses half number of is visited teacher, expressed no willing to plan the implementation to make curriculum integration on own initiative. 5.Affects the teacher to implement the wish variable the background most related is curriculum designed capacity. 6.At present had implementation making integration take the sole discipline in primarily, generally still by the textbook as the main teaching material, the teacher confessed generally the discipline specialized accomplishment was insufficient to be competent the teaching. 7. The teacher approves of generally regarding makes integrated curriculum , be able to promote the student to integrating the fragmented knowledge. 8. The teacher to already has the question of curriculum integration which the implementation produces like to become a mere formality, for makes integration for integration, as well as creates the work load increases, the time affects views insufficient and so on teaching quality, platoon class difficulty all tends to the approval. 9.Carries on the curriculum to make integration can promote the teacher specialized ability.
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Keywords
課程統整, 自然與生活科技, integration curriculum, science and technology
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