國民中綜合活動學習領域實施九年一貫課程現況之檢討

鄭秀琴

指導教授 ： 單文經教授

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2005年)

摘要

九年一貫課程從九十年開始全面試辦，九十一年正式實施至今，課程的實施成效為何，實有必要加以檢核。本研究旨在檢討國民中學綜合活動學習領域實施九年一貫課程的情形。研究者以相關文獻的探討為基礎，理解綜合活動學習領域課程之特色、實施之現況與問題，並以民國三十七年至民國八十九年九年一貫課程綱要頒布之間，各次修訂之課程標準或課程綱要為依據，分析其課程目標及相關內容之變與不變，俾便掌握其演進的趨向與發展的重點。除了上述歷史分析所得的資料之外，本研究並自民國九十四年四月至九月以臺北市綜合活動輔導團四位團員為個案，進行為期半年的訪談，且輔以觀察、文件分析等方法，藉由她們的參與，了解綜合活動學習領域在國民中學九年一貫的實施現況及所面臨的問題。本研究所獲致的結論如下：
一、九年一貫時期綜合活動學習領域的課程發展，歷經中學時期及國民中學的變革，已為課程實質內涵奠定良好基礎。
二、綜合活動學習領域於國中階段共有十二條分段能力指標，教師的課程發展，必須從解讀課程綱要中的能力指標開始，針對每一階段能力指標進行分析，再轉化成教學單元設計，經由教學活動的實施，達成學習目標。
三、綜合活動學習領域教師的基本理念都是持肯定且正向、積極的態度，最大的改變是打破過去「教師中心」的教學本位觀念，發展以「學生中心」的課程設計與教學模式。
四、教科書的版本未能符合教師和學生的需求，教師已逐漸摸索出自己對教材的使用方法。
五、綜合活動學習領域是否採合科、分科或特定型態的協同教學，宜由學校視學習內容性質、校內文化氣氛、教師專長與意願和學習效果等因素而定。
六、綜合活動學習領域強調整體及多元觀點，重視學生形成性的評量，讓學生從多元學習中，以紀錄、作品等多元方式取代固定測驗。
最後，本研究依據上述結論分別對主管教育行政機關、學校行政單位、學校領域教師以及後續相關研究提出具體建議，作為繼續推動九年一貫課程之參考。

關鍵字

九年一貫課程 ； 綜合活動學習領域 ； 課程標準 ； 課程綱要

並列摘要

It is necessary to evaluate the Grade 1-9 Coherent Curriculum having tried out wholly in 2001 and carried out from 2002 until now. The main purpose of the research was to examine the Integrative Activity Course on the implementation situation and efficiency of Grade 1-9 Coherent Curriculum in junior high school. In the literature reviews section which constituted a theory background for this research, it discussed the essences of Integrative Activity Course and analyzed the changes of curriculum goal and content base on the Grade 1-9 Curriculum Guidelines and Curriculum Standard from 1948 to 2000. The intention is to dissect the views held by interviewees, four members of Taipei Integrative Activity Advisory Group, who realize the status quo and problems on the Junior High School toward the Grade 1-9 Coherent Curriculum. A variety of data have been obtained mainly through interview for six months, secondly through observation and gathering of relevant documents. According to data analysis and research results, the conclusions are summarized as follow:
1. Through the reformation of junior high school and middle school, the Curriculum Development of Integrative Activity Course has established firm foundation.
2. Teacher’s curriculum development analysis the different grade’s competency indexes, then transform to design teaching unit, and through the implementation to achieve the learning goal.
3. The junior high school Integrative Activity teachers hold extremely positive belief toward the Grade 1-9 Coherent Curriculum.
4. Although the version of textbooks can’t conform to the demand of teacher and students, teachers have found out the usage of the teaching material gradually.
5. Adopting interdisciplinary-teaching, disciplinary-teaching, or specific team-teaching should depend on learning contents, intramural culture, teachers’ special skills, learning effects of schools.
6. Integrative Activity Course emphasized multiple viewpoints and placed importance on formative assessment.
The results of this study also provide a reference for the educational and school administrations while carrying on Grade 1-9 Coherent Curriculum and further studies.

並列關鍵字

Grade 1-9 Coherent Curriculum ； Integrative Activity Course ； Curriculum Standard ； Curriculum Guidelines