學校本位課程發展之行動研究─以台北市三民國中「蝴蝶生態」課程為例 Action research of the school standard curriculum development -Take "Butterfly Ecology"course of Taipei Sanmin Junior High School as the example

Date
2009
Authors
侯宗憲
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Abstract
本研究旨在了解台北市三民國中進行學校本位「蝴蝶生態」課程發展的歷程,並了解該課程對學生、教師專業成長、學校三方面之相關影響。本研究採用行動研究法進行,透過問卷、訪談、觀察紀錄等方法蒐集資料,並以所蒐集資料進行整理、分析與歸納。 經過本研究歷程,獲得以下結論: 一、研究者結合學校生態資源與台灣蝴蝶保育學會專業知識,設計一套完整「蝴蝶生態」的本位課程。 二、「蝴蝶生態」課程的實施,對學生在蝴蝶生態學習的相關認知層面、情意層面、技能層面,均有正面的提升效果。 三、「蝴蝶生態」課程實施面臨的困境:教學時間過於短暫、教學進度落後、解說人力資源有限、學生觀察經驗不足、教學資源(蝴蝶幼蟲、蛹)消失等問題依照行動研究的模式,於課程實施中進行即時修正,加以解決。 四、研究者執行本行動研究的專業成長,包含:學校生態資源的認識、社會資源的整合、課程設計的能力、教學困境的解決能力、課程評鑑的能力、教師行動研究的能力及教師專業自信等面向,俱有增長。 五、本行動研究對學校有其正面的影響與改變,包含:蝴蝶生態園區的設置、生態環境教育的推展、生態環境的維護。學校並運用本行動研究成果於學區國小招生、社區教育推廣、國際文化交流。 綜合本研究的發現,研究者於文末提出建議,供教學者、學校行政及未來相關研究之參考。
This research is to understand the development of the course “ Butterfly Ecology” in Taipei Sanmin Junior High School. Along with it, the researcher also hope to know its influence on the students, school, and the specialized growth of the teacher as well. In order to reach the goal, this research uses the action methodology, and to collect materials from the questionnaire survey, the interview, participates .Then to analysis that. After this research course, obtains the following conclusions: First, the researcher unifies the school ecology resources and ‘Butterfly Conservation Society of Taiwan’ specialized knowledge, to design a set of “Butterfly Ecology” standard curriculum. Second, “Butterfly ecology” the curriculum implementation, to the student in the butterfly ecology study related cognition stratification plane, the cordiality stratification plane, the skill stratification plane, has the positive promotion effect. Third, the curriculum “Butterfly Ecology” suffered many difficulities: the time is too short, illustrated the human resources are limited, the student observation experience is not enough, the teaching resources (butterfly larva, cocoon) to vanish . According to the motion research pattern, implements in the curriculum carries on the immediate revision, and solves. Fourth, the researcher carries out this motion research specialized growth, includes: the school ecology resources understanding, the social resources conformity, curriculum design ability,the teaching difficult position's solution ability, evaluating the ability of the curriculum, teacher motion research ability and the teacher specialized self-confident and so on face, all has the growth. Fifth, this action research has its positive influence to the school, includes: the butterfly ecology garden area establishment, the ecological environment education promotes, the ecological environment maintenance. The school and utilizes this action research achievement in the school district country small recruitment of students, the community to educate the promotion, the international cultural exchange. Integrated the findings of the study, researchers at the end of the text to make recommendations for teaching, the school administration and the future reference for related research.
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學校本位課程, 行動研究, 蝴蝶生態課程, school standard curriculum, action research, butterfly ecology
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