因應108課綱素養導向教學之實施與效果探究—以家政手縫課程為例

摘要隨著108新課綱登場與厚植學生未來競爭力之需，素養導向教學方式已成為此波教育改革中的主流。研究者於任教學校觀察到學生被動與學習低落的現象，也為保留因時代變遷而日漸式微的手縫技能，因此設計以素養導向為基礎的家政手縫課程，透過教學引導，培養學生具有「核心素養」的關鍵能力，同時傳承手縫文化。此課程設計，亦可作為教師精進專業能力與推廣素養導向教學之用。本研究旨在探討因應新課綱的綜合活動領域家政手縫教學，透過素養導向的課程設計原則，結合生活脈絡實施教學與評量，探究素養教學融入家政手縫的可行性，了解學生經由素養導向教學後的學習表現，以及實施新課綱時，教學現場所面臨的轉變與衝擊。採用行動研究法，由研究者擔任教師，在108學年進行每週一節共16節的手縫教學，於高雄市某國中一年級6個班共163位學生中實施。經由教學觀察表、各項學習單及作品、照片與影音紀錄、訪談師生各6位的方式，進行資料的蒐集與分析，結合理論與實務，撰寫研究成果。本行動研究有以下發現：一、使用「循環式」的課程設計與實施，有助於實踐素養導向手縫課程，亦能有效建構學生之關鍵能力。二、兼採生活觀察的問題導向教學，可使手縫課程融入日常生活，改善學生手縫技能日漸式微的問題。三、學生的學習成果，已具備生活自理與解決問題能力，並將愛物惜物觀念付諸行動，且部分學生能打破傳統性別刻板印象，在生活中實踐性別平等。四、新課綱的挑戰能促使教師轉換思維調整心態，強化教學省思之能力。最後，依研究結果提出相關建議，供教學實務者與未來研究者之參考。

關鍵字

素養導向教學；家政手縫技能；解決問題能力

並列摘要

Abstract With the trend of the 12-Year Basic Education and the need to strengthen students' future competitiveness, competence-oriented teaching methods have become the mainstream in this wave of education reform. The researcher has observed the phenomena of students’ passive learning and low achievement in the school where she teaches. Therefore, the researcher designed a competence-oriented hand-sewing curriculum for the students to acquire the hand-sewing skills that are gradually declining due to the changes of the times. The students are educated develop to acquire the core competence of hand economics courses and pass on the hand-sewing culture at the same time. Besides, the design of courses can also be used for teachers to improve their professional abilities and to promote their competence-oriented teaching. The purpose of this thesis is to research the home economics hand-sewing teaching in integrative activities filed in response to the new curriculum guideline. In addition, the goal of this thesis is to explore the feasibility of integrating competence-oriented teaching into home economics hand-sewing courses through combining students’ living context with the researcher’s instructions and assessment. Action research is mainly used in this thesis. The researcher of the thesis serves as a teacher in a junior high school in Kaohsiung City. In 2019 academic year, a total of 16 sessions of hand-sewing teaching courses were conducted every week, which were implemented among 163 students in six classes of seven graders. In addition, the researcher analyzed and concluded the collected data such as class observation logs, interviews, teaching reflection notes, and students’ learning feedbacks and worksheets to further understand the students’ learning process and results. The conclusions of the study were summarized as follows: First, the use of "circular" course design and implementation is helpful to practice students’ competence- based hand-sewn courses, and it can also effectively construct students' core competencies. Second, the problem-oriented teaching that also adopts life observation can integrate the hand-sewing courses into daily life and improve the problem of declining hand-sewing skills. Third, as for students’ learning effect, the first one is that students have equip the abilities to take care of themselves and to solve problems in their lives. Secondly, students can take the concept of "love things and cherish things" into action. Furthermore, part of students can break the traditional gender stereotypes and put the concept of gender equality into practice in their lives. Fourth, the challenge of the new curriculum can prompt teachers to change their thinking, adjust their mentality, and strengthen their teaching and learning skills. Finally, relevant suggestions are put forward based on the research results for the reference of teachers and future researchers.