重理解課程設計之國中健康教育課程行動研究-以傳染病課程為例

Abstract

十二年國教新課程實施，促使研究者再次檢視健康教育課程的本質。此外，各類傳染病在各地崛起，學生的重視迫在眉睫。重理解課程設計（Understanding by Design，UbD）強調大概念與多元理解，能協助課程設計者來思考課程的本質。因此本研究將重理解課程設計運用於健康教育中具有明顯認知概念且需急迫於生活中落實的傳染病議題，旨在協助研究者建立教學目標與課程方案，並了解學生在課堂後對於傳染病風險管控的理解程度。本研究著重於教育工作者的實務改進，故採取行動研究法。先透過文獻探討了解重理解課程設計模式，接著從健康與體育領域綱要中與傳染病相關的學習內容形塑出在傳染病課程中的重要概念；另一方面從學習表現與理解六面向的交叉比對，設定欲讓學生學習的成果。最終設計出為期四週的傳染病課程並記錄學生學習歷程。研究結果發現：教師可以從逆向式的課程規劃模式逐步規劃並反覆推敲課程、透過理解六面向了解教學目標的學習表現以形塑大概念、教師需要協助學生逐步達到理解、理解六面向協助教師更有結構檢視學生理解狀態。根據上述研究結果，研究者提出兩點建議提供未來想要在健康教育課程中嘗試運用重理解課程設計的老師參考。The implementation of Curriculum of 12-Year Basic Education made the researcher to rethink the essence of Health Education curriculum. In addition, the rapid emergence of various infectious diseases force the junior high school students raising awareness of infectious diseases. Understanding by Design(UbD) theory emphasized big ideas and multiple understandings ,and it can help course designers to think the connotation of curriculum.Therefore, this action research applied UbD to the infectious disease courses. The infectious diseases issue in health education is a cognition domain and need to be implemented in life. The first purpose of this study is to assist researcher in establishing instructional objectives and curriculum planing. The second purpose is to evaluate the students' understanding of infectious disease risk management after class. The researcher used an action research approach to focus on practical improvement for educators. The first step was to understand UbD theory through literatures review. The second step was to shape the big idea from the learning content related to infectious diseases in Health and Physical Education curriculum guidelines. The third step was to set students’ assessment result by cross-comparison of academic performance and six facets by UbD in Health and Physical Education curriculum guidelines. Finally, designed a four-week infectious disease course and collect students' academic portfolio. The action reaserch found that teachers can gradually revise the curriculum planning from a backward design of UbD. Teachers generate big ideas by suspect learning performance by the six facets of understanding. Teachers need to guide students to understand the course content. Using the six facets of understanding of UbD helped teachers inspect students' comprehension status structurally. Based on the research results, two suggestions were provided for teachers who want totry to use UbD framework in the curriculums as a reference.