國小素養導向教學方案之實施成效行動研究—以UbD設計快時尚議題課程為例

本研究旨在討論素養導向快時尚議題教學方案實施歷程與問題調整因應，其次為教學方案實施過後學生在認知觀點、應用行動力與自我認識的改變，最後探討教學方案實施的歷程中，教師的教學省思與成長。本研究採用行動研究，以研究者任職的快樂國小五年級學童為研究對象，進行22節課程。研究者以素養導向為課程設計理念，重理解的課程設計UbD為教案設計模式，設計出快時尚議題教學方案，讓學生能以批判性的觀點探討快時尚產業帶來的益處與影響，透過教學活動，培養學生的同理心，最後於生活中做出改變，透過舊衣再利用，達到由情境出發的社會參與，並在過程當中自我認識及成長。本研究以蒐集學生課程反思心得、觀議課紀錄、教師省思、學生作品、學後回饋單等等資料，進行質化、量化分析。研究結果：一、以素養導向設計快時尚議題教學方案，能整合學習歷程，讓學生具備核心素養。二、以UbD設計教案符合素養導向課程，並能讓學生做中實踐以及自我認識。三、學生在教學方案實施過後，於認知觀點、應用行動力與自我認識三個層面有顯著的學習成效。四、研究者在教學方案實施後的反思與專業成長，有助於提升教學專業知能。由以上結果得知，學生經由素養導向快時尚議題的教學方案實施過後，能讓學生具備核心素養，為保護地球盡一份心力，付諸行動改變自己對待衣物的習慣，並且從課程當中發現自我的成長。

關鍵字

素養導向；重理解的課程設計；快時尚議題

並列摘要

The purpose of this study is to discuss the implementation process and problem adjustment of upbringing guide of fast fashion topics. Second,the changes of students' cognitive perspectives, applied mobility,and self-knowledge after the teaching plan implemented. Finally,the teacher’s teaching reflection and growth. This study used action research, and the fifth grade students of Happy Elementary School who served by the researcher were studied for 22 courses. The researcher used upbringing guide as the concept of curriculum design, and used UbD(Understanding by Design) as the pattern of lesson design, to design a fast fashion topic teaching plan, that let the students can discuss the benefits and impact of the fast fashion industry with a critical view, develop students’ empathy through the teaching activities, and finally make changes in life, through reusing old clothes to achieve participating society from different situations, and self-knowledge and growth in the process. In this study, we did the quantitative analysis by collecting data such as students' reflections on the course, observation record of the class, teachers' reflections, students' works, and feedback sheets after class. The results showed that: 1. Design a teaching plan of fast fashion topics with upbringing guide, which can integrate the learning process and let the students possess core of upbringing. 2. Designing teaching plans with UbD conforms to upbringing guide curriculum, and let the students learn from doing and self-knowledge. 3. After the implementation of the teaching plan, students have significant learning effects on three levels: cognitive perspective, applied mobility and self-knowledge. 4. The researcher's reflection and professional growth after the implementation of the teaching plan helps to enhance the professional knowledge of teaching. We can know from the above results that after the implementation of the teaching plan of fast fashion topic with upbringing guide, students can possess core of upbringing, do their best to protect the planet, take action to change their habits of clothing, and find growth of themselves in the course.