篇名 |
一起學習樂趣多?國小社會跨年級課程規劃和實施及學生經驗之研究
|
---|---|
並列篇名 | Have Fun When Learning Together? A Study on Multi-Grade Curriculum Mapping and Implementation and Students’Experience of Elementary Social Studies |
作者 | 詹寶菁 |
中文摘要 | 本文在一所實施跨年級教學的學校,透過課室觀察和師生訪談,探究國小社會教師的課程規劃和實施,以及學生的經驗。將研究發現歸納為三點結論:(一)「臺灣史」的跨年級課程規劃和實施受到單元性質、教師信念,以及學生對臺灣史的學習經驗和興趣之影響。(二)跨年級合班上課有助於提升學生對臺灣史課程的態度和學習動機。(三)跨年級合班上社會,讓學生自覺學得更好,惟社會能力仍較少展現。根據上述研究結論,提出三點建議:(一)國小臺灣史部分進行跨年級課程規劃時,適合採輪替課程形式;(二)國小社會領域進行跨年級課程規劃時,宜建置多元的課程組織形式;(三)班級人數稀少時,仍需安排促進社會能力和自主學習能力發展的學習活動。 |
英文摘要 | "This study was conducted in an elementary school which adopted multi-grade instruction. The study explored social studies curriculum mapping and implementation for 5th and 6th graders and their experiences through classroom observation and interviews with a social studies teacher and students. The three main findings of the study are as follows: (1) the curriculum mapping and implementation of Taiwan history for a multi-grade class was influenced by the teacher’s belief, the nature of Taiwan history units, and students’learning experiences and interests; (2) being in a multi-grade class had a positive effect on students’attitude to and motivation of learning Taiwan history; (3) students felt they learned better in a multi-grade class though they infrequently exhibited social skills. Three suggestions are provided: (1) the curriculum mapping of Taiwan history for multi-grade classes should employ curriculum rotation; (2) there is a need for developing multiple forms of curriculum organization for multi-grade classes; (3) in a class with few students, it is still essential to arrange multiple types of grouping to develop students’social abilities and self-regulated learning abilities." |
起訖頁 | 67-97 |
關鍵詞 | 國小社會領域、跨年級教學、課程規劃、輪替課程、學生經驗、social studies for elementary education、multi-grade instruction、curriculum mapping、curriculum rotation、student experience |
刊名 | 課程與教學季刊 |
期數 | 202201 (25:1期) |
出版單位 | 中華民國課程與教學學會 |
該期刊 上一篇
| 偏鄉國小國語補救教學,實施跨年級教學之行動研究 |
該期刊 下一篇
| 應用差異化教學策略,實施國小跨年級自然教學之研究 |