國小貧窮議題課程方案的教學試用與評估研究－以「無窮任務」為例

本研究透過設計本位研究法(Design-based Research, DBR)發展與設計世界公民教育之貧窮議題課程方案，探討課程所需具備內涵，在進一步進行專家評鑑與教學者滿意度調查，藉由發展與設計教材之過程，提供教師作為規劃世界公民教育課程之依據以及相關研究之參考；研究流程分為發現、整合、分析、設計、發展、應用、評鑑與結果，共八個階段進行教材的開發，研究對象選定為課程專家推薦之國小教師，研究經由課程專家評鑑提出教材內容之修改和建議，以及藉由教學者滿意度調查了解教學者對於課程方案的滿意程度與建議作為結果之討論。研究結果顯示課程專家認為教學活動有趣，但時間較難掌握，且教材字句需避免偏頗，同時也要以客觀角度進行陳述避免誘導，在教學者滿意度方面，教學者對於教材的接受度與滿意度皆高，並認同教材是有幫助的；根據問卷及課堂觀察提出課程方案之修改建議如下： 1.將課程方案節數加長，給予更多教學及引導時間。 2.增加破冰活動，刪減難易度較難概念。 3.簡化體驗貧窮之遊戲，增加易學性。 4.增加貼近學習者年齡之助人案例，以增進理解。 5.增加小組討論時間並給予評量活動。最後，本研究對於課程方案設計與未來研究建議包括： 1.以學習者為中心的教學設計，提高學習理解與動機。 2.整合教材並邀請更多專家及教學者參與發展出完整課程方案。

關鍵字

貧窮議題；世界公民教育；設計本位研究法

並列摘要

The purpose of this study was to examine the content of poverty issue course as well as to use design-based research to develop teaching world citizenship education. Expert review and teachers’ satisfaction of the teaching material were also investigated to provide feedback for revision. The process of developing teaching material in this study can provide a basis for teacher of related areas when it comes to designing world citizenship education materials. The results of this study can also be a reference for departments in similar fields to plan for courses and future studies. Design-based research was applied in this study and implemented in eight phases to develop and assess the instructional material. The eight phases were discovered, organize, analyze, design, implement, apply, evaluate and discuss the results. Teachers in this study were recommended by course experts. Expert review was then performed to gather information with regard to revising the teaching material. The degree of satisfaction and suggestions from teachers were collected through satisfaction questionnaire. This study concluded that the experts thought the instructional activities were interesting. However, the instructional time might be difficult to control; therefore, the experts suggested the wordings in the material should avoid subjective views; the instruction needs to demonstrate objectivity. From teacher satisfaction, it showed that teacher s held positive attitudes toward the teaching material. They also expressed that the teaching material was helpful. According to the questionnaire and the researcher’s observation in class, the revision of teaching material was proposed as follows. 1. Increase the time of course plans and give more teaching and guidance time. 2. Increase the icebreaking activity and reduce the difficult idea. 3. Simplify the game of experiencing poverty and increase the ease of learning. 4. Increase the helper's examples which close to the learner's age to enhance understanding. 5. Increase group discussion time and give assessment activities. Finally, suggestions for developing teaching material and conducting future studies are as follows. 1.Design learner-centered teaching material to promote learner motivation. 2.Integrate the materials and invite more experts and educators to participate in the development of a complete curriculum.