「重理解的課程設計」運用於國中綜合活動課程之行動研究 —以環境永續單元為例

十二年國教新課綱趨勢下希望教學者在課程設計上能夠能彰顯學習者的主體性，並強調教學能與真實情境結合。面對複雜多變的時代，致力培養學生成為具有社會適應力和應變力的終身學習者。本研究將「重理解的課程設計」(Understanding by Design ，UbD)運用於國中綜合活動課程環境永續單元，旨在透過「大概念」及UbD六個面向的理解改善「以活動為主的教學」，並擴充可執行的多元評量引導學生進行深度理解。本研究因重視解決教學實務的困境，故採取行動研究法，透過省思札記、觀課紀錄、教學錄影、研究參與者、訪談錄音檔、課程文件進行分析。主要參與對象為新北市某國中之25 位九年級學生，依照研究方案進行共計十二堂課。研究結果發現，教師可透過解讀課網標準、依據學生特性結合「重理解的課程設計」理論提取課程「大概念」，並建構對應大概念的評分規準，在教學中實施探究型提問、歸納概念通則，藉由實作任務激發學生發展其脈絡化的多元智能，啟動學生自學與與他人溝通、協作的能力，以提升所有學生之理解的教學。此外，「重理解的課程設計」亦重視學生同理心發展、培養深度思考，鼓勵學習者突破框架，培養應對未來的能力。研究最後提出課程設計與實施之結論與建議，並省思本行動研究之設計，供其他老師參考。

關鍵字

重理解的課程設計； UbD ；綜合活動領域；環境永續；大概念

並列摘要

Under the trend of the Curriculum Guidelines of 12-Year Basic Education, it is hoped that teachers can focus on the subjectivity of learners in curriculum design, and teaching can be combined with real situations. Facing the complex and changing times, teachers are committed to cultivating students to become lifelong learners with social adaptability and resilience. This study applies UbD to the environmental sustainability unit of the integrative activity course in a junior high school. Aiming to improve the activity-based teaching through the big ideas and the six aspects of UbD. Also expanding the executable multivariate assessments to guide students to understand deeply. Because this study focuses on solving the teaching practical problems, it adopts the action research method and analyzes by reflection notes, class observations, teaching videos, research participants, interview recordings, and course documents. The participants are 25 ninth graders from a junior school in New Taipei City. And twelve classes are conducted according to the study plan. The results of the study are that teachers can extract the big ideas of the course by interpreting the curriculum guidelines, combine the UbD theory with the characteristics of students, and construct the rubrics corresponding to the big ideas. Teachers can also implement inquiry-based questions and induce concepts in teaching. The general principle is to stimulate students to develop their contextualized multiple intelligences through performance tasks, and to activate students' self-study, communication and collaboration abilities with others, so as to enhance the teaching of all students' understanding. In addition, UbD also emphasizes the development of students' empathy and deep thinking, and encourages learners to break through the framework and develop the ability to cope with the future. The conclusions and suggestions of this study are for other teachers' reference of curriculum design and implementation.