- 期刊
素養導向的體驗教育課程設計與教學－以竹夢實小為例
Competence-Based Experiential Education Curriculum Design and Implementation: A Case Study of an Elementary School in Taipei City
摘要
根據108學年度起推行之素養導向教學，本研究以質性的文件分析、觀察與訪談三種研究方法，探討臺北市竹夢實小教師如何設計、實施、評量其體驗教育活動，及其遭遇之困難與解方。研究結果指出小班教學落實了體驗教育「以生為本」的核心理念，而竹夢的體驗學習模式強調解決由學生自己提出的問題，加上教師在情意面的引導，輔以實作評量為主的多元質性評量，檢核學生的學習狀況，培養學生之素養；執行體驗教育常遭遇的教師知能及時間不足則透過螺旋式課程和轉型實驗學校獲得的時間彈性來克服。本研究建議後續研究可以班級為單位進行，以求細節的探究；實務方面則應維持課程共備，不因經驗累積而減少，以不斷提升教學知能。
並列摘要
In accordance with the competency-based teaching implemented since the academic year 108, this study utilizes qualitative document analysis, observation, and interviews as research methods to explore how teachers at Taipei City's Zhumeng Elementary School design, implement, and assess experiential education activities. The study also investigates the difficulties encountered by teachers and their solutions. The results indicate that the implementation of small-class teaching at Zhumeng Elementary School aligns with the core philosophy of experiential education, emphasizing a student-centric approach. Zhumeng's experiential learning model focuses on solving problems raised by students themselves, with teacher guidance on the emotional aspect. Multiple qualitative assessments, mainly practical assessments, are used to monitor students' learning progress and cultivate their competencies. In addressing common challenges faced in experiential education, such as teachers' competencies and time constraints, the study finds that Zhumeng Elementary School overcomes these obstacles through a spiral curriculum and the flexible time gained from being a transformative experimental school. The study suggests that future research could be conducted at the classroom level for a more detailed exploration. On a practical level, maintaining collaborative curriculum preparation is recommended to continually enhance teaching competencies, ensuring that accumulated experience does not lead to a reduction in collaborative efforts.