國民中學試辦綜合活動課程之研究--以三民國中課程試辦歷程為例

A study of the integrative activity curriculum experiment in a junior high school--A case study of Sang-ming junior high school

詹于倩(Yu-Chien Chan)

指導教授 ： 黃政傑

國立臺灣師範大學/教育學院/教育學系/碩士(2000年)

摘要

摘 要
本研究旨在瞭解國民中學中教師參與綜合活動課程試辦工作之相關課題，包括有：
一、綜合活動課程的試辦歷程；
二、在課程試辦期間發展綜合活動的過程及課程內涵；
三、試辦綜合活動課程之影響及其問題；
四、試辦綜合活動課程的意義與成效。
本研究在質化研究取向下，採用個案研究方式，主要以台北市三民國中為研究對象，透過觀察、訪談及相關文件的蒐集以獲取各種資料。根據資料分析與研究結果的討論，歸納出以下結論：
一、課程試辦為因應現實情境而採漸進方式。
二、試辦期間的工作重點在課程對話與課程設計的練習。
三、課程試辦對個案學校教師在認知方面有助益。
四、試辦期間由單一領域逐步推廣至其他領域。
五、課程試辦階段的課程運作與理想課程之間存在差距。
六、發展綜合活動課程的理念是為重申「活動課程」之精神。
七、教師的實踐與反省是設計綜合活動課程之關鍵。
八、課程領導人的支持是教師建立對話機制的基礎。
九、試辦期間之綜合活動課程傾向以現行教材相互調適。
十、領域內外的互動關係是推展綜合活動課程的重要因素。
十一、教師根據專長設計課程產生了懸缺課程。
十二、教師發展綜合活動課程時能兼顧橫向與縱向的統整。
十三、綜合活動課程發展是透過不斷協商對話而進行。
十四、試辦學校對他校的影響包括提供了可參考的模式以及發現問題並提供解決策略。
十五、對綜合活動課程發展未來的展望有：
（一）教師須熟習綜合活動課程綱要內涵。
（二）綜合活動課程小組應統籌調查學生興趣與需求。
（三）課程領導應能充分培養與運用教師專長。
（四）學校行政應配合規畫彈性課表。
（五）各校應發展學校本位的綜合活動課程。
（六）面對教育改革教師應建立從作中學的觀念。
（七）課程發展是不斷檢討、反省與修正的過程。
最後，本研究根據前述發現，針對個案學校、未來各校的課程發展、全國的綜合活動課程推展、師資培育機構的因應、以及後續研究，分別提出進一步的建議。

關鍵字

課程試辦 ； 活動課程 ； 綜合活動課程

並列摘要

Abstract
The purpose of this study is to explore the relevant issues of the integrative activity curriculum experiment in a junior high school. It includes:
1. The process of the integrative activity curriculum experiment;
2. The process of curriculum development and the content of the curriculum;
3. The influences and problems of the curriculum experiment;
4. The effects of the curriculum experiment.
Under the qualitative research approach, Sang-ming junior high school was chosen to be the research subject, and observation, interview and documents analysis are conducted to collect data. According to the data analysis and discussion, the results were synthesized as following:
1. The curriculum experiment was inching along through the actual state.
2. The primary affairs of curriculum experiment were negotiating curriculum and practicing curriculum design.
3. The curriculum experiment was helpful to teachers’ recognization.
4. The curriculum was disseminated from one field to another step by step.
5. There was a gap between the operating curriculum and the ideal curriculum.
6. The ideal of developing integrative activity curriculum is to re-emphasize the importance of activity curriculum.
7. The praxis and reflection of teachers are the key points of planning the integrative activity curriculum.
8. The support from the curriculum leader will help teachers to negotiate.
9. During the period of experiment, the integrative activity curriculum adapted the used contents.
10. The interaction of teachers in different fields is an important factor to have the integrative activity curriculum disseminated.
11. The null curriculum occurred when only depending on teachers’ specialty.
12. The teachers considered both the vertical and horizontal integration of curriculum.
13. The integrative activity curriculum development is an on going process of negotiating.
14. The experiment schools provided a model of curriculum development and strategies for solving problems.
15. The visions of the integrative activity curriculum are as following:
(1) Teachers have to master the contents of curriculum pandect.
(2) The integrative activity curriculum committee has to survey the interests and needs of students.
(3) The leaders have to detect and foster teachers’ specialties.
(4) The administrator has to design alternative scheduling.
(5) Every school needs to develop the school based integrative activity curriculum.
(6) Teachers have to learn by doing and practicing the curriculum changes.
(7) The development of curriculum is a process of continuing examining, reflecting and modifying.

並列關鍵字

curriculum experiment ； activity curriculum ； integrative activity curriculum

參考文獻

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