國語文領域統整概念之再思：一個合作探究專業成長之歷程

Reconceptualize The Concepts of The Curriculum Integration in The Area of Chinese Language: A Cooperative Inquiry for Professional Development

徐靜嫻(Ching-Hsien Hsu)

《課程與教學》 9卷4期 (2006/10) Pp. 141-154

https://doi.org/10.6384/CIQ.200610.0141

摘要

本研究主要在透過研究者參與國小教師專業成長團體，輔導教師進行「國語文領域課程統整的發展與探究」的過程，探索兩個面向的課題。第一個面向涉及國小教師對「國語文領域課程統整」的相關概念之理解，包含教師對國語文領域統整的定義與作法之掌握、對國語文領域統整之目的與功能之闡釋、能力指標之解讀、教科書之定位，以及對國語文領域統整新概念與作法之建構等面向之探究。第二個面向則是牽涉到師資培育者以合作探究進入教師專業成長團隊運作的理解。研究者欲了解合作探究法在教師專業成長上的可能性與侷限性，以及師資培育者在合作探究中可能扮演的角色與運作模式。

關鍵字

合作探究 ； 專業成長 ； 國語文領域 ； 課程統整

並列摘要

Through a cooperative inquiry about ”the curriculum integration in the area of Chinese language” with a profession development group of the elementary school teachers, the researcher attempts to explore twofold questions. One involves the question about how elementary school teachers treat the general issue of ”curriculum integration in the area of Chinese language”. The following aspects will be examined: the understanding of the definition and the practices, the explanation about the purpose, the curriculum goals and competence indicators, the attitude toward the textbook, the insight of language learning, and the construction of the new concepts which related to the curriculum integration in the area of Chinese language. The other question concerns of how the educators of teacher profession successfully function in the collaborative inquiry groups in the elementary schools.

並列關鍵字

cooperative inquiry ； professional development ； the area in the Chinese language ； curriculum integration

參考文獻

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Bray, J. N.,Lee, J.,Smith, L. L.,York, L.(2000).Collaborative inquiry in practice: Action, reflection, and meaning making.Thousand Oaks, CA:Sage.

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