非臨海特偏小校實施海洋教育之研究

The study of implementing marine education in a remote, landlocked school

潘淑琦(Shu-Chi Pan)

《教師專業研究期刊》 12期 (2016/12) Pp. 79-105

摘要

本研究旨在探討非臨海特偏小校，在克服地理、經費、師資等種種因素下實施海洋教育之歷程，研究問題為（一）探討非臨海特偏小校實施海洋教育之過程（二）探究非臨海特偏小校實施海洋教育所面臨的問題及解決之道。本研究採質性研究方法，藉由實際教學現場對談、研究者省思札記、教師教學回饋單等來蒐集資料，透過多元資料來源、對象，來進行三角檢測，以提高效度與信度。研究結果發現：（一）「海洋學校計畫」執行歷程可提升教師海洋教育專業素養；（二）行政支援可促進教師實施海洋教育教學功效；（三）教師自編海洋教育課程教材可精進海洋教育專業知能；（四）海洋教育教學歷程讓教師對海洋教育理念更清晰。結論與建議：（一）爭取社會資源使非臨海特偏迷你小校海洋教育效益增加；（二）自編海洋教育課程能提升教師海洋教育專業知能及建立海洋教育正確觀念；並對非臨海特偏小校實施海洋教育有關學校行政、教師教學、教育主管機關及後續研究之建議。

關鍵字

偏鄉教育 ； 海洋教育 ； 教師專業知能

並列摘要

The purpose of this study is to discuss the process, problems and solutions of implementing marine education in a remote, landlocked school. This study used qualitative research methods, collected the materials by the interviews with teachers, researcher's reflection and teacher teaching feedback, etc. and taking multi-data sources and objects to triangulation, in order to improve thevalidity and reliability. This study finds that the implementation of the ＂Marine School Project＂ can enhance the teachers' professionalism of marine education. The administrative support canhelp teachers to implement the teaching effectiveness of marine education. It can promote the teacher professional competence of marine education by their own compile the curriculum materials. The teaching process of marine education can help teachers to clarify the concept of marine education. The conclusions and suggestions can be summarized as follows: 1.Striving for social resources to increase the effectiveness of implementing marine education in a remote, landlocked school.2. It can promote the teachers' professional competence and correct concept of implementingmarine education by their own compile the curriculum materials, and suggestions for future work.

並列關鍵字

remote education ； marine education ； teacher's professional competence