國中階段重理解的全球議題課程發展之行動研究

Abstract

本研究於臺北市一所國民中學的社團活動課，設計重理解的全球議題課程，透過行動研究之兩個教學循環，改善教師在設計與執行全球議題課程時所遇到的困境。並且於執行兩個教學循環時，發現課程實踐歷程中的問題，進而加以修正，以發展出一套適切的國中階段重理解的全球議題課程。本研究採取行動研究法，以研究者109學年度任教的國中，參加彭博全球網路教育計畫社團的23位七年級學生為研究參與者，並與協同研究者進行課程討論與反思。本研究兼採質性資料與量化資料的分析，質性資料的來源包含課堂觀察、學生訪談、文件分析以及研究者的教學省思札記等，量化資料的來源則是學生在「彭博全球網路教育計畫（Global Scholars）社團」調查問卷與實作任務的得分分析。根據資料的蒐集與分析，本研究結果發現：國中階段重理解的全球議題課程方案之特色為：1.以兩個大概念貫穿四個教學主題。2.每個教學主題緊扣大概念，並於概念之後發展出主要問題。和3.以終為始，教學目標優先於教學活動設計的課程方案。國中階段重理解的全球議題課程之研發與實施歷程為以三階段的課程設計與兩個教學循環為發展歷程，和行動與反思的循環。本行動研究增進行動研究者運用重理解的課程設計方法之能力，並且開展多元的觀點與促進教師專業成長。根據研究結果，本專業實務報告也提供建議給教學現場與未來相關研究之參考。對教學現場的建議為：1.以全球議題大概念為課程設計核心，發展重理解的課程；2.教學宜從本土到全球的脈絡；3.課程執行方式與規模可從學生人數較少社團活動課程，延伸至全年級的彈性課程。

This study is to develop a global curriculum by UbD in a club class in a junior high school. This study applied action research to solve the problems that the teacher encountered when designing and teaching the global issues curriculum by UbD. The participants are 23 seventh graders in the junior high school. A history teacher was invited as co-researcher who provided classroom observation and feedback for the study. The methods for data collection included observation, interview, document analysis and survey.The results emerged from the study are:The characteristics of a global curriculum by UbD in a junior high school: First, using two big ideas to run through the four teaching themes. Second, each teaching theme is closely related to the big idea, and the main problems are developed after the concept. Third, starting from the end which means teaching objectives take precedence over teaching activity design.The development and implementation of a global curriculum by UbD in a junior high school are the three-stage curriculum design and the two teaching cycles as the development process. And it is the cycle of actions and reflections.The reflections on the professional development of the researcher are the increase of the ability to use UbD to do the curriculum design and implement. In addition, developing different perspectives and increasing the teacher’s professional development.And based on the results of the research, the suggestions are given for the teaching and the related researches in the future. The recommendations for the teaching are: First, take the global issues concept as the core of curriculum design and develop courses that emphasize understanding. Second, the teaching should be from local to global context. Third, the course implement can be extended from the club activities courses of fewer students to the flexible courses of the whole-year students.