桌上遊戲融入生涯發展課程之行動研究

本研究旨在探討運用桌上遊戲融入生涯發展課程之教學實踐歷程，以及課程實施後對高年級學生生涯發展能力的表現，採行動研究法，以國小五年級學生作為研究對象，研究者設計三個生涯發展主題課程，運用六款桌遊，於107年10月至11月進行教學，歷經兩個月的教學歷程，以自編兒童生涯發展能力量表，並蒐集教室觀察、晤談、文件資料、省思札記等質性資料，綜合分析學生於生涯發展課程實施後之進步情形。本研究獲致之結論如下：一、桌遊融入生涯發展課程可依循挑選、改編、試玩、體驗再到省思實踐之流程二、生涯發展課程從認識自我為出發，融入之桌遊以體驗性佳及合作性質為考量三、桌遊融入生涯發展課程，教學實施時運用個人操作、小組操作、小老師協助等進行遊戲體驗，輔以小組討論、全班分享等進行遊戲後的省思。四、桌遊融入生涯發展課程有其侷限性與困難處，需借助其他資源輔助，以利學生習得更完整的生涯認知概念與能力五、生涯發展課程以循序漸進之原則設計，五年級可著重在自我覺察及生涯覺察層面，六年級再發展生涯探索與進路選擇層面六、桌上遊戲融入生涯發展課程有效提升學生整體生涯能力。七、在自我覺察層面，學生能探索自我概念，從中建立自信心與成就感，並練習與他人互動與溝通，增進人際關係之和諧。八、在生涯覺察層面，學生對不同工作類型與內容有初步認識，提升學習態度與責任感，並內化為自我生涯能力。九、在生涯探索探索與進路選擇層面，學生能學習規劃時間，並在桌遊中學習做決定及解決問題，進而在日常生活中加以實踐。十、學生與家長對生涯發展課程及教師教學皆給予正向的肯定。十一、透過行動研究提升研究者課程設計能力，並重新檢視及調整自我教學。最後，研究者依據本研究結論提出建議，提供生涯發展課程的課程教案、教師實施生涯發展課及未來研究之參考。關鍵字：生涯發展課程桌上遊戲行動研究國民小學

關鍵字

生涯發展課程；桌上遊戲；行動研究；國民小學

並列摘要

The purpose of this study is to explore the teaching practice process of using board games into career development curriculum, and the performance of fifth graders’ career development ability after the implementation of the curriculum. Adopt the action research method, and take the fifth grade students as the research object.The researcher designed three courses of career development theme by using six board games as teaching aids. The teaching period is from October to November, 2018. After two months teaching, use self-edited children's career development ability scale, classroom observations, interviews, documents data, thoughts and other qualitative information to comprehend and analyze students' progress after the implementation of the career development curriculum. The conclusions reached in this study are as follows: 1. The integration of table games into career development courses can be followed by the process of selecting, adapting, playing, and experiencing the process of thinking and practicing. 2. Career development courses are based on self-awareness, and the integrated board games are based on the experience and cooperation. 3. The board game is integrated into the career development course. The teaching experience is carried out by personal operation, group operation, and helpers' assistance. The game experience is supplemented by group discussion and class sharing. 4. The integration of board games into career development courses has its limitations and difficulties. It needs other resources to help students acquire a more complete concept and ability of career cognition. 5. The career development curriculum is designed in a step-by-step manner. The fifth graders can focus on self-awareness and career awareness, and the sixth graders re-development career exploration and approach choice. 6. The integration of board games into career development courses effectively enhance students' overall career ability. 7. At the level of self-awareness, students can explore self-concepts, build self-confidence and sense of accomplishment, and also practice interaction and communication with others to enhance the harmony of interpersonal relationships. 8. At the level of career awareness, students have a preliminary understanding of different types of work and content, enhance their attitudes and sense of responsibility, and internalize themselves into their own career abilities. 9. At the level of career exploration and exploration, students can learn how to plan time, how to make decisions and solve problems during playing board games, and then can practice them in daily life. 10. Students and parents all give positive recognition to career development courses and what the teacher did of teaching. 11. Enhance the researcher's curriculum design capabilities through action research and re-examine and adjust self-teaching. Finally, the researchers made recommendations based on the conclusions of this study, and provide career development lesson plans for teachers, career development courses for teachers, and future research. Keywords: career development curriculum , board games , action research , elementary school