素養導向教學融入高中地理科多元選修課程對學生行為的影響
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2019
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本研究目的，旨在了解學生參與素養導向融入教學課程後的學習態度與專注力和團隊合作與同儕互動行為的改變，希望學生能透過素養導向課程的教學能學習到系統思考、發現問題、解決問題以及與人際相處團結合作的能力。本研究採取行動研究之方式進行，研究者以高中一年級任教的多元選修班級中的16名學生為研究對象，設計融入核心素養的課程，並在教學課程的實施中反覆「研究-行動-評估」的過程，透過學生合作分組學習問卷量表中的統計資料進行分析，輔以每週學生學習單、教師省思札記與事後訪談紀錄等質性資料的蒐集，進行8週16堂課之研究。研究者預期在教學實施後能使學生學習行為產生轉變，並且透過資料分析去了解學生改變的歷程。研究發現結果歸納如下：素養導向融入高中地理科多元選修課程有助提升學生的學習態度與專注力、素養導向融入高中地理科多元選修課程對學生的團隊合作與同儕互動雖有提升但沒有顯著差異、教師實施素養導向融入課程有助於學生行為發生改變。根據上述研究結果，研究者提出相關建議以作為未來更多進行素養導向融入課程課程設計與研究的參考。
The purpose of this study was to understand the changes of students in learning attitudes, concentration, teamwork and peer interaction after they participated in competency-based instruction. It was hoped that students would be able to learn the skills of systematic thinking, problem-finding, problem-solving, interpersonal relations and teamwork through the curriculum. The study was conducted via action research approach. The researcher selected 16 students from a multi-elective geography course taught in the first year of the senior high school, designed and delivered a 16- lessons curriculum that incorporated core competencies, and repeated the process of “research-action-evaluation” in practice. The researcher then analyzed the results of the Student Cooperative Learning Questionnaire Scale and collected qualitative data such as weekly student student work sheets, learning journals and interviews to carry out the 8-week study. The results indicated that the students changed their learning behavior after the implementation of the teaching.The process of the change was understood. The findings of the study are summarized as follows: The implementation of multi-elective geography curriculum that incorporatedcore competencies in the senior high school helped the students change their learning behavior, improve their learning attitudes and concentration and enhance teamwork and peer interaction. Then, there was no significant difference. The research findings offered some suggestions for future research and design of competency-based instruction and curriculum.
The purpose of this study was to understand the changes of students in learning attitudes, concentration, teamwork and peer interaction after they participated in competency-based instruction. It was hoped that students would be able to learn the skills of systematic thinking, problem-finding, problem-solving, interpersonal relations and teamwork through the curriculum. The study was conducted via action research approach. The researcher selected 16 students from a multi-elective geography course taught in the first year of the senior high school, designed and delivered a 16- lessons curriculum that incorporated core competencies, and repeated the process of “research-action-evaluation” in practice. The researcher then analyzed the results of the Student Cooperative Learning Questionnaire Scale and collected qualitative data such as weekly student student work sheets, learning journals and interviews to carry out the 8-week study. The results indicated that the students changed their learning behavior after the implementation of the teaching.The process of the change was understood. The findings of the study are summarized as follows: The implementation of multi-elective geography curriculum that incorporatedcore competencies in the senior high school helped the students change their learning behavior, improve their learning attitudes and concentration and enhance teamwork and peer interaction. Then, there was no significant difference. The research findings offered some suggestions for future research and design of competency-based instruction and curriculum.
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素養導向, 系統思考, 問題解決, 人際相處, 行動研究, 學生行為, 高中多元選修課程, competency-based, systematic thinking, solving problems, interpersonal relationship, action research, student behavior, multi-element elective curriculum in senior high schools