生活課程教學方案發展：一個國小二年級班級之實踐探究

本研究為基隆市一個國小二年級的教室協同行動研究方案，班級中共有33位學生。本研究的主要目的在於藉由生活課程教學方案的發展與實踐，提升班上所有學生（包括五位特殊學生）的表達、溝通以及合作的能力。依循生活課程「統整課程」設計與實踐的三大準則：「以兒童為學習的主體」、「培養兒童的生活能力」、「拓展兒童對人、事、物多面向的意義」，本研究群以學童在地經驗為主軸，發展出「海洋嘉年華」主題課程。研究中除了呈現教師教學方案的發展與教學實踐的心得以及驗證生活課程的特性之外，並指出生活課程因為尊重與看見學生發展及學習的個別差異，不但能提升學生在互助合作、多種表達能力，以及相關知識的能力，更有助於達成特殊學生在普通班發揮潛能且能與同儕順利互動學習的融合教育目標。

關鍵字

生活課程；統整課程；教學方案；能力發展；行動研究

並列摘要

This study presents an action research regarding a primary second grade Life Curriculum in Keelung city. Thirty-three pupils participated in the class, including five special needs students. The purposes of the study are to develop and conduct a teaching project of the Life Curriculum, and to see if the instruction enhances students' expressive, communicating and collaborative abilities. Based on the three principles of instructional design in the Life Curriculum-(1) the child as an active learner, (2) cultivating students' competencies, (3) extending students' meanings of connecting to people, objects, and events--the researchers developed a theme of integrated curriculum named 'Ocean Carnival.' The results show teachers' reflections and growth, characteristics of the Life Curriculum, and pupils' progress in communication, cooperation, several kinds of expressive skills, and knowledge of related learning topics. Besides, the results reveal that Life Curriculum can reach the aims of inclusive education, and help special needs students grow in a general classroom.