跨領域課程發展之個案研究
─以臺灣特有種生物英文電子繪本為例

本研究旨在探討以臺灣特有種英文電子繪本為主題的跨領域課程，設計發展與實施所經歷的歷程，並探討此課程設計發展與實施上遭遇的困難及解決方法。此課程由生物、英文、視覺藝術、音樂、資訊和數學領域以臺灣特有種生物為主題跨領域設計發展課程，課程分為臺灣特有種生物傳奇、電子繪本焦點特寫、特有種電子繪本製作、及電子繪本影片製作等四個專題，以淡水在地留鳥小白鷺為主角，並選定六種臺灣特有種生物，課程中融入全球性生態議題，最終產出臺灣特有種生物英文電子繪本。透過理解臺灣自身特有種生物並融入全球生態議題，激發學生跨文化的觀察力與反思力，可做為未來跨領域課程設計的參考。本研究採用個案研究法，以新北市某國中七年級學生一班共31名學生及跨領域教師共7名為研究對象，本研究以半結構式訪談及資料記錄歷程並整理分析，記錄此由108年9月至109年5月共計35節課的課程發展歷程，以及課程發展中面臨的困難與解決方法，本研究結論如下：一、此課程發展歷程：(一)此課程的設計發展是一個動態修正的歷程；(二)此課程發展的歷程主導者以教師為主而非行政人員；(三)此課程實施的歷程是學生間也是教師間的合作學習；(四)此跨領域課程能發展學生的核心素養。二、課程發展中面臨的困難及解決方法：(一) 基礎能力及個人能力探究不完整造成分工不均，可利用多元引導方式並給予額外付出時間的學生獎勵；(二)教師心態改變才有利增加跨領域課程間的橫向聯繫；(三) 課程中教師介入協助的方式需要詳加規劃。

關鍵字

個案研究；跨領域；繪本

並列摘要

The purposes of this study are to probe into the development and implementation of the interdisciplinary curriculum of the creation of an eletronic picture book feasuring Taiwanese endemic species and to inquire into the difficulties and solutions encountered in the process of carrying out the course. The course consists of the curricular fields of biology, Enlgish, visual arts, music, information technology and mathematics; and it was divided into four topics: The Legend of Taiwanese Endemic Species, The Features of Electronic Picture Books, The Creation of the e-Picture Book and Slide Making of the e-Picture Book. The leading character of the e picture book is the resident bird in Taiwan—the Egret, whose interactions with six chosen endemic species were developed into the English e picture book featuring Taiwanese endemic species. Some issues of global ecology were intergrated into the course, which encourages students’ cross-cultural perception and intospection. And the course can be applied as a reference when working on a design of an interdisciplinary curriculum in the future. This research is a case study which target 31 seventh graders and 7 cross-discipline teachers. Semi-sturctured interviews and data records are applied in the research, which note down the process of the course development and the difficulties and solutions encountered during the span from September, 2019 to May, 2020. The conclusions are as follows: 1. The process of the curriculum development: (1) This course is a dynamic revision process. (2) The leading role in the process is teachers rather than administrators. (3) The process of this course is the cooperative learning between students and between teachers. 2. The solutions to the difficulties encountered in the development of the course: (1) Teachers can apply multiple teaching approaches to help students overcome the insufficiencies of competency and lack of individal ablity of inquiry and give some proper rewards for the students who spend extra time on this course. (2) The change of teachers’ attitude benefits the communication between cross-displine teachers. (3) The way that teachers assist in creating the e picture book needs to be well-planned.