議題中心教學融入高中公民與社會課程影響學生公民參與態度及公民參與行為之行動研究
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2011
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Abstract
本行動研究旨在探討實施議題中心教學融入高中公民與社會課程之可行性，並分析議題中心教學對學生公民參與態度及公民參與行為的影響。為達上述目的，本研究採不等組前後測準實驗設計，以東部某高中一年級87名學生為實驗對象，其中實驗組44人進行完整六堂「議題中心教學融入課程」，控制組43人則維持原有的講述法教學。
本實驗的研究工具為研究者參考國內外頗具信效度的相關量表所修訂的「高中生公民參與態度及公民參與行為問卷」，另輔以學生活動回饋單、學習單、同儕觀察記錄及教師教學省思日誌等質性資料。實驗所得量化資料以描述統計與共變數分析等方法進行統計分析；各種質性資料則作為交叉檢核實驗教學效果之用。
根據資料分析結果，本研究主要發現如下：
一、「議題中心融入公民與社會課程」在教學現場的可行性高
二、實驗組學生的公民參與態度顯著優於控制組學生，其中又以對學生社會關懷態度的影響最大，尊重差異態度次之，社會正義態度又次之。
三、實驗組學生的公民參與行為顯著優於控制組學生，其中又以對學生蒐集資訊與理性討論行動的影響最大，社會義務工作行動次之，尊重扶助弱勢行動又次之。
四、實驗組學生普遍對「議題中心教學融入公民與社會課程」持正向積極的態度，75%的學生期望教師日後還能實施類似的教學活動。
根據上述研究發現，本研究提出下列建議：
一、課程實施方面：課程的深度應重於廣度，同時要考慮議題相關當事人的感受。
二、教師方面：組成成長團體，共同研發教材，並盡可能掌握學生特質。
三、未來研究方面：輔以實作，以測量難以用量化問卷獲知的公民參與行為。
The purpose of this action research was to investigate the feasibility of the integration of issue-centered approach into Senior High School’s “Civics and Society” curriculum, and its impact on students’ civic participation attitude and behavior. For the abovementioned purpose, the study used a pretest-posttest quasi-experimental design. The 87 students selected from a senior high school in eastern Taiwan were divided into two groups. All students in the experimental group received the issue-centered “Civics and Society” curriculum for six classes, while the students in the control group maintained regular class activities. The study employed “The Inventory of Civic Participation Attitude and Behavior for Senior High School Students”, which was revised by the researcher to conduct pretest and posttest. For triangulation, this study also collected and analyzed the following qualitative data: students’ feedback and worksheets, teacher’s reflection records, etc. The major findings included: 1. The integration of issue-centered approach into Senior High School’s “Civics and Society” curriculum is highly feasible. 2. Students participated in issue-centered “Civics and Society” curriculum outperformed students in the comparison group in civic participation attitude. 3. Students participated in issue-centered “Civics and Society” curriculum also outperformed students in the comparison group in civic participation behavior. 4. Most of the experimental students responded positively and aggressively to the issue-centered “Civics and Society” curriculum. Finally, according to the results above, the researcher proposed some suggestions for the implication of issue-centered “Civics and Society” curriculum and for future research.
The purpose of this action research was to investigate the feasibility of the integration of issue-centered approach into Senior High School’s “Civics and Society” curriculum, and its impact on students’ civic participation attitude and behavior. For the abovementioned purpose, the study used a pretest-posttest quasi-experimental design. The 87 students selected from a senior high school in eastern Taiwan were divided into two groups. All students in the experimental group received the issue-centered “Civics and Society” curriculum for six classes, while the students in the control group maintained regular class activities. The study employed “The Inventory of Civic Participation Attitude and Behavior for Senior High School Students”, which was revised by the researcher to conduct pretest and posttest. For triangulation, this study also collected and analyzed the following qualitative data: students’ feedback and worksheets, teacher’s reflection records, etc. The major findings included: 1. The integration of issue-centered approach into Senior High School’s “Civics and Society” curriculum is highly feasible. 2. Students participated in issue-centered “Civics and Society” curriculum outperformed students in the comparison group in civic participation attitude. 3. Students participated in issue-centered “Civics and Society” curriculum also outperformed students in the comparison group in civic participation behavior. 4. Most of the experimental students responded positively and aggressively to the issue-centered “Civics and Society” curriculum. Finally, according to the results above, the researcher proposed some suggestions for the implication of issue-centered “Civics and Society” curriculum and for future research.
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議題中心教學, 議題中心融入課程, 公民參與態度, 公民參與行為, issue-centered approach, Civics and Society, civic participation attitude, civic participation behavior