國小教師進行服務學習之課程意識探究

The Curricular Consciousness of the Teacher Who Carry Out Service-Learning in Elementary School

本研究以自我敘說方式探討研究者於國小高年級進行服務學習課程時所發展之課程意識。研究者依據自己推動服務學習課程之經驗，透過深度反思進行厚實描述，再針對所描述之六則故事進行文本分析。透過對故事的分析，研究者發現自己採用學生取向的課程設計理念與相互調適取向的課程實施觀點；也發現自己運用課程教學的實務知識促使課程完整，運用班級經營的實務知識克服教學中的困境，運用整合資源的實務知識深化課程。此外，還發現自己透過自我批判改善課程，以參與者的成長為動力，推動課程前進。透過此次探究，研究者對於自身具備但習以為常的實務知識有所認知，也對自己能持續開發並推動新課程的原因有更深入了解，希望分享此課程探究之經驗，觸動現場教師透過敘說路徑，探究自身課程意識之相關研究。

The purpose of this narrative research was to explore the curricular consciousness of the teacher-researcher who carried out the Service-Learning project of a senior class in an Elementary School located in central Taiwan. Through the analysis of thick descriptions based on the first-person experiences and reflection, following the Action Research cycles, I discovered that I adopted the student-center design concept and the mutual adaptation perspective. It is also found that I applied the practical knowledge of curriculum and instruction to improve the curriculum design, apply the practical knowledge of class management to overcome the difficulties while teaching, use the practical knowledge of resource Integration to deepen curriculum planning. In addition, I improved the curriculum by constant self-criticism, and along with the growth of participants push the curriculum forward by the growth of participants. These inquiries helped the researcher realize the practical knowledge of herself as a practitioner and helped the researcher understand the underlying reason why she has always keen in developing a new curriculum. The researcher is looking forward to invite more teachers to explore their curriculum consciousness through narrative research.