統整主題單元的評鑑

An Evaluation of Integrated Thematic Teaching Units

本研究旨在發展一套課程統整的規準，並對基隆是國中小學教師所設計的八個主題單元進行評鑑，藉以診斷統整主題單元的缺失與問題，提升學校教學與學習的品質。本研究歸納課程統整方案和主題教學的評鑑文獻，研訂統整主題單元評鑑規準，分為系統性、主體性、完整性、參與性、認知性、實踐性和成效性等七個向度，計20項規準。評鑑結果以「主題性」和「成效性」的符合程度最高，各有兩個主題完全符合；其次為「系統性」、「認知性」和「實踐性」，各有一個主題達到完全符合；至於「參與性」和「完整性」則沒有任何主題達到完全符合。根據上述發現，本研究提出七項結論與建議作為改進國中小學統整主題單元的參考。

School curriculum evalition has been one of improtant directions of curriculum reform movement in recent years in Taiwan， many scholars turned to this field to select their research topics， and many schools started to write their curriculum evaluation plans and try to put them into actions. However， there were so many difficulties and problems encountered by teachers and administrators， such as concept confusuons， method misunderstandings， lack of time， negative attitudes， etc. This paper is to ecplain the analyze concepts related to school curriculum evaluation， to reflex on school teachers attitudes toward school curriculum evaluation， and finally to make some recommendations for facilitating a change.