國民中學綜合活動領域童軍科重理解的課程設計與實施之研究─以臺北市某國中為例

本研究旨在探究運用重理解的課程設計方法設計國中階段童軍科單元課程之歷程，其次為單元教學方案實施之過程與修正因應策略，最後探討課程實施過後，學生的學習表現與學習成就的改變。研究者採行動研究法進行本次研究，以日月國中八年級四個班級學生為研究對象進行露營單元課程共九堂課。課程方案以重理解的課程設計為教案設計模式、以十二年國民基本教育素養導向為理念、以學習者為中心並提高學生的學習熱忱為主軸，設計露營課程教學方案。藉由課程中知識、技能與態度的培養，結合真實情境的實作任務，協助學生產生學習遷移並將所學應用於生活。本研究以蒐集學生上課學習單、觀課紀錄、教師省思札記、學生實作成果等資料進行質性研究分析，其結果如下：一、側重舊有經驗的連結及情境設計，達成真正的「理解」。二、調整教材內容，聚焦於核心問題。三、線上課程模式的轉變，影響學生學習狀態。四、以UbD模式設計教案，能讓學生達到「說明」、「應用」、「觀點」，並落實於真實情境中。由以上結果總結可得，藉由以重理解的課程設計實施童軍科露營課程後，學生能透過實作任務整合與應用所習得之知能，並於其中評估總結自我學習狀況、根據自身經驗給予他人建議。最後依據研究結論，給予綜合活動領域童軍科教師、學校行政人員及未來研究者相關建議。

關鍵字

綜合活動領域；童軍科；重理解的課程設計； UbD

並列摘要

The purpose of this study was to explore the design process one unit of the Scouting curriculum at the junior high school by using the Understanding by Design (UbD) method. This was followed by the process of implementing the unit teaching plan and the revision strategies that closed the implementation gap; and, finally discussed the difference between students' learning performance and posted learning achievement after the curriculum was implemented. The researcher conducted this study with the action research method, and used four classes of eighth grade students of the junior high school as the study object to carry out the camping unit courses. This curriculum took the Understanding by Design (UbD) as the teaching pattern, considered 12-year Basic Education literacy orientation as the concept, took the students as the center and enhances the students' enthusiasm for learning as the main axis, to design the camping curriculum teaching plan. Through the cultivation of knowledge, skills and attitudes in the curriculum, combined with practical hands-on tasks in real situations, the curriculum empowered students to apply what they have learned to their lives. This study conducted qualitative research and analysis by collecting students' study sheets, class observation records, teachers' reflection notes, and students' practical results. The results are as follows: 1.Focus on the connection of past experiences and situational design enables achieve "understanding"; 2.Adjusting the content of teaching materials need to focus on core issues; 3.The change of online course mode affects students' learning status; and, 4.Designing lessons in UbD mode enables students to achieve "explanation", "application" and "perception" and implements them in real situations. From the above results, it can be concluded that after implementing the Scout camping curriculum with the Understanding by Design (UbD) model, students can integrate and apply the acquired knowledge through practical tasks, plus evaluate and summarize their self-learning status, and give advice based on their own experience. Finally, based on the research conclusions, the relevant recommendations are shared with Scout teachers, school administrators and future researchers in the area of integrated activities.