運用UbD模式設計與實施素養導向的學校本位課程之行動研究

Abstract

民國108年我國政府即將推行「十二年國民基本教育課程綱要」，此綱要與原「國民中小學九年一貫課程綱要」所強調的「基本能力」有所不同，十二年國民基本教育課程綱要首重「核心素養」，因此教師如何因應新課綱設計核心素養導向課程便成為首要之務。另因研究者服務的學校本位課程以社會領域為主軸，故而配合學校地理位置，以大稻埕做為一重要的學校本位課程內容。綜合上述兩點，如何在課程設計面以大稻埕主題並結合核心素養教學便成為研究者一大任務。 本研究目的在探討運用UbD課程設計模式設計素養導向的學校本位課程之適用性，以及其對教師課程設計之影響。本研究運用行動研究法，研究對象為研究者任教的國中七年級學生。研究流程為在學校本位課程設計與執行時納入UbD方法，並於3個班級教學間循環實施與改善，再透過課堂觀察、教學省思，以及訪談協同教師搜集資料，最後加以整理分析後獲得研究結論如下：運用UbD方法設計與執行素養導向學校本位課程是可行且實用的，其能作為教師課程設計時另一可選擇的工具；本研究亦彙整了教師熟悉使用UbD課程設計方法的優點，作為提升日後教師的採用意願之參考。In the year of 2019, the Taiwan Government will implement the "Curriculum Guidelines of 12-Year Basic Education". This outline is different from the original edition - "Grade 1-9 Curriculum Guideliness", the focus will change from "basic competence" to "core competency". So, how teachers design core competency-oriented courses in the new curriculum becomes the top priority. Besides, the school which researcher serves take social field as the main item of the school-based curriculum, and in line with the geographical location of the school, the history and geography evolvement of “Dadaocheng” becomes an important learning content. Based on the above two points, how to design the course by combining with the theme of “Dadaocheng” and “core competency-oriented teaching” is a major task for researcher. The purpose of this study is to explore the applicability of the UbD curriculum design model to design a competency-oriented school-based curriculum, and its impact on teacher curriculum design. This study used the action research method, the subjects were the seventh-grade students in the school which researcher serves. UbD method was incorporated during the curriculum designing process, and the teaching implementation and improvement were carried out in three classes. Through classroom observation, teaching reflection, and interviews with teachers, the data were collected and analyzed. The conclusions were as follows: using UbD method in design and implementation of competency-oriented school-based curriculum is feasible and practical. It can be used as an alternative tool for teacher curriculum design. This study also summarizes the advantages of teachers familiar with using UbD curriculum design methods, it can be the reference for improving the willingness of teachers in using UbD method in the future.