國中藝術與人文教師實踐學校本位與整統課程之個案研究
Abstract
本研究的目的旨在探討藝術與人文教師對學校本位和統整課程的理念，分析教師實踐課程理念的歷程，並探究其中的相關因素，以瞭解教師實踐課程的困難。本研究採個案研究方式，選取台北市致西國中（化名）九十二學年度上學期，任教七年級音樂與視覺藝術科的兩位藝術與人文教師為研究對象，透過訪談、觀察及文件蒐集的方式以獲取相關資料。
根據資料分析與結果討論，發現就學校本位課程而言－A老師是被動地接受學校安排而參與；B老師表現得較為積極，但卻不確信自己能否勝任。就統整課程而言，兩位都具有設計多學科統整課程的經驗，但在理念上－A老師還是認同於分科學習的必要性；B老師則肯定統整課程的功能。藉由教案分析，兩位教師的課程理念並不全然反應在他們的教案設計上。整體而言，影響兩位教師實踐學校本位與統整課程最顯著的因素為參與意願高低。而教師的參與意願，需由同儕間的交流互動中獲得提升。
根據研究結果，建議教育當局加強校內行政的課程領導，及提供教師更多互動與專業成長的機會。
The purpose of this study was to describe teachers' rationale pertaining to the school-based and integrated curriculum in the Arts and Humanities Learning Area, their implementation of the rationale in the classrooms, the relevant elements that influenced on teaching process, and the difficulties they encountered. This study was a qualitative study—case study design. The participants of this study were two teachers who taught in the field of Arts and Humanities in a junior high school in Taipei City. One was responsible for teaching in music and the other was in visual art on the seventh grade in fall, 2003. The data collection included audiotape recording analysis of classroom observations, transcription of interviews, and document provided by the participants. Findings of this study are: (1) Teacher A accepted the school arrangement passively; comparatively, Teacher B developed the school-based curriculum positively. However, Teacher B didn’t have much confidence. (2) Both teachers had the experience of designing multi-disciplinary integrated curriculum, but their views were different. (3) While Teacher A thought of the necessity of teaching on separated subjects; Teacher B affirmed the function of integrated curriculum much more willingly. In fact, the rationale of multi-disciplinary did not reflect on these teachers’ lesson plans. In general, the most challenges for the two teachers to overcome in developing curriculum may be their willingness and motivation. Additionally, the teachers’ participation needed to be promoted by the interaction among their colleagues. The recommendation of this study is that administrators need to strengthen the curriculum management and provide more opportunities of teachers’ interactions and professional conversations.
The purpose of this study was to describe teachers' rationale pertaining to the school-based and integrated curriculum in the Arts and Humanities Learning Area, their implementation of the rationale in the classrooms, the relevant elements that influenced on teaching process, and the difficulties they encountered. This study was a qualitative study—case study design. The participants of this study were two teachers who taught in the field of Arts and Humanities in a junior high school in Taipei City. One was responsible for teaching in music and the other was in visual art on the seventh grade in fall, 2003. The data collection included audiotape recording analysis of classroom observations, transcription of interviews, and document provided by the participants. Findings of this study are: (1) Teacher A accepted the school arrangement passively; comparatively, Teacher B developed the school-based curriculum positively. However, Teacher B didn’t have much confidence. (2) Both teachers had the experience of designing multi-disciplinary integrated curriculum, but their views were different. (3) While Teacher A thought of the necessity of teaching on separated subjects; Teacher B affirmed the function of integrated curriculum much more willingly. In fact, the rationale of multi-disciplinary did not reflect on these teachers’ lesson plans. In general, the most challenges for the two teachers to overcome in developing curriculum may be their willingness and motivation. Additionally, the teachers’ participation needed to be promoted by the interaction among their colleagues. The recommendation of this study is that administrators need to strengthen the curriculum management and provide more opportunities of teachers’ interactions and professional conversations.
Description
Keywords
學校本位課程, 統整課程, 課程理念, 教學實踐, school-based curriculum, integrated curriculum, curriculum rationale, curriculum implementation