國小綜合活動學習領域創意課程與教學設計之分析－以全國創意教學獎優等方案為例

An Analysis of Creative Curriculum and Instructional Design of Integrated Activities Learning Area of GreaTeach Award

丘愛鈴(Ai-Ling Chiu)

《課程與教學》 12卷4期 (2009/10) Pp. 191-221

https://doi.org/10.6384/CIQ.200910.0191

摘要

本研究旨在分析國小綜合活動學習領域四大主題軸的創意課程設計與教學設計。研究者以高雄市國小教師榮獲2005至2007年「全國創意教學獎」的四件綜合活動學習領域特優和優等獎方案為研究對象，採用文件分析法與訪談法。
研究結論發現：
（一）創意方案背景來自生活情境議題。
（二）創意課程採用「主題統整課程」和「螺旋式課程」設計。
（三）創意教材編選自政府和民間的優質出版品與網站資源。
（四）創意教學方法採用案例教學、討論教學、合作學習、體驗學習、批判思考教學、團體動力、問題解決教學等以思考為中心學習的教學設計。
（五）評量方式採用實作評量、口語評量、學習單評量等多元評量。
（六）教學困境包括省思時間不足、專業術語難以理解、語言溝通、參與動機、班際學生衝突處理、生活實踐能力評量不易等。
根據研究結論，本研究提出若干改進建議，提供國小教師參考。

關鍵字

綜合活動學習領域 ； 課程設計 ； 教學設計 ； 全國創意教學獎

並列摘要

This study aimed to analyze the creative curriculum and instructional design in Integrated Activities Learning Area of elementary school teachers who received the GreaTeach Award from 2005 to 2007 in Taiwan. The researcher selected four cases which have won the award for super excellence and excellence of GreaTeach Award 2005-2007 Integrated Activities Learning Area in elementary schools in Kaohsiung City as subjects of this study. Documentary analysis and interview method were adopted in this study. The major findings were as follows: (1) The four thematic backgrounds of creative teaching designs come from life issues. (2) Curriculum designs employ the models of thematic integrated curriculum and spiral curriculum. (3) Subject matters come from the publications and websites resources of governmental and private sectors. (4) Teaching methods include case teaching, discussion method, cooperative learning, experiential learning, critical thinking teaching, group dynamics, problem-solving learning and so forth. (5) Assessments incorporate performance assessment, oral assessment, worksheet assessment and so forth. (6) Difficulties encountered in the implementation include the shortage of time for reflection, the understanding of professional terminology, language communication, motivation of participation, the management of conflicts among students across different classes, the assessment of practicing in real-life situations and so forth. According to the findings, some suggestions were proposed to help teachers improve the curriculum and instructional design of Integrated Activities Learning Area in the future.

並列關鍵字

Integrated Activities Learning Area ； curriculum design ； instructional design ； GreaTeach Award