空間公民資質教育在國中地理課程的實踐-社區公共空間不當使用的繪圖
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2015
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空間公民資質教育在國中地理課程的實踐-社區公共空間不當使用的繪圖
許多國家都將國民素養視為終身學習重點，積極地希望透過教育提升競爭力。而在台灣，十二年國教的目標之一即為提升公民核心素養「自主行動」、「溝通互動」、「社會參與」。歐洲也提出「空間公民資質計畫」，希望透過空間公民資質教育，使歐洲公民在這地理資訊社會中可有能力參與社會並成為積極的、有責任感的「空間公民」，而目前台灣並無與空間公民資質教育相關的的研究案例。
本研究希望透過地理教育提升發展國民素養，以及面對地理媒體的快速發展，能有效養成地理資訊素養，故嘗試將空間公民資質教育在國中地理課程中實踐，採單組前後測實驗設計，進行六堂以「公共空間不當使用」為主題的社區繪圖課程，最後以態度量表及學生歷程檔案評估此課程是否有效提升空間公民資質三大素養。
研究結果顯示此社區繪圖課程能提升學生的空間公民資質素養，多數學生能達到空間公民資質教育三大素養目標。總結來說，空間公民資質教育是符合地理媒體發展下的一種教學方式，與十二年國教的核心素養亦有相符之處，但相關的教師專業須成長，建議教師可透過SPACIT提供的線上教師訓練課程了解空間公民資質教育的內涵並透過相關研習了解地理媒體的操作使用，亦可透過專業社群共同討論設計更多符合空間公民資質教育目標的課程並於教學現場實施。
關鍵字:空間公民資質、空間公民資質教育、地理教育、社區地圖
The Practice of Spatial Citizenship Education in Junior High School Geography - Mapping the Improper Use of Public Space in the Community Many countries regard national competence as an emphasis of lifelong learning and actively expect to improve the national competitiveness through education. In Taiwan, to improve citizens’ core competence: voluntary action, interactive communication and social participation is goal of 12-year compulsory education. Correspondingly, “Spatial Citizenship Project (SPACIT project)” proposed by Europe hopes to let European citizens have sufficient abilities to participate GIS society and further become “Spatial Citizen” with great responsibility through SPACIT education. At present, Taiwan has no SPACIT education-related case studies. The purpose of this study is to enhance national competence through geography education and develop geographic information competence effectively when facing the fast development of Geo-media. Therefore, this study investigated the practice of SPACIT education in the context of geography curriculum in junior high school. More specifically, this study adopted one-group pretest-posttest experimental design in the six courses of community mapping about improper use of public spaces. Attitude scale, students’ learning process and profiles were used to evaluate whether this course arrangement really effectively improve students’ three major SPACIT competence. The results of this study indicate that community mapping course indeed improve students’ SPACIT competence. Most of the students can achieve the goals of SPACIT education competence. In summary, SPACIT education is an appropriate teaching approach for the development of Geo-media. In addition, such an education also fits the core competence of the 12-year compulsory education. At the same time, the professional knowledge of relevant teachers also needs to be improved. This study suggests that teachers may better understand the nature and connotation of SPACIT education through online training courses offered by SPACIT, and learn the operations of Geo-media via relevant workshops. On the other hand, teachers can design more appropriate SPACIT education courses by discussing in professional community together. Keyword: Spatial Citizenhip, Spatial Citizenship Education, Geography Education, Community Map
The Practice of Spatial Citizenship Education in Junior High School Geography - Mapping the Improper Use of Public Space in the Community Many countries regard national competence as an emphasis of lifelong learning and actively expect to improve the national competitiveness through education. In Taiwan, to improve citizens’ core competence: voluntary action, interactive communication and social participation is goal of 12-year compulsory education. Correspondingly, “Spatial Citizenship Project (SPACIT project)” proposed by Europe hopes to let European citizens have sufficient abilities to participate GIS society and further become “Spatial Citizen” with great responsibility through SPACIT education. At present, Taiwan has no SPACIT education-related case studies. The purpose of this study is to enhance national competence through geography education and develop geographic information competence effectively when facing the fast development of Geo-media. Therefore, this study investigated the practice of SPACIT education in the context of geography curriculum in junior high school. More specifically, this study adopted one-group pretest-posttest experimental design in the six courses of community mapping about improper use of public spaces. Attitude scale, students’ learning process and profiles were used to evaluate whether this course arrangement really effectively improve students’ three major SPACIT competence. The results of this study indicate that community mapping course indeed improve students’ SPACIT competence. Most of the students can achieve the goals of SPACIT education competence. In summary, SPACIT education is an appropriate teaching approach for the development of Geo-media. In addition, such an education also fits the core competence of the 12-year compulsory education. At the same time, the professional knowledge of relevant teachers also needs to be improved. This study suggests that teachers may better understand the nature and connotation of SPACIT education through online training courses offered by SPACIT, and learn the operations of Geo-media via relevant workshops. On the other hand, teachers can design more appropriate SPACIT education courses by discussing in professional community together. Keyword: Spatial Citizenhip, Spatial Citizenship Education, Geography Education, Community Map
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空間公民資質, 空間公民資質教育, 地理教育, 社區地圖, Spatial Citizenhip, Spatial Citizenship Education, Geography Education, Community Map