雲林縣希望國小六年級國語家庭作業實施之現況分析研究

The Study on implementation of the Sixth Grade Mandarin Chinese Homework in Yunlin County HIS-WANG Elementary School

蔡佩君(Tsai, Peichun)

指導教授 ： 蔡清田

國立中正大學/教育學院/課程研究所/碩士(2012年)

摘要

本研究旨在瞭解雲林縣希望國小六年級國語家庭作業實施之現況。為達研究目的，本研究以文件分析法蒐集該校六年級一百學年度上學期的家庭聯絡簿，瞭解雲林縣希望國小六年級國語家庭作業內容、類型、與第三階段能力指標、十大基本能力符應情形，最後探討其利弊得失。依據資料分析結果，獲得以下結論：
1. 雲林縣希望國小六年級語文領域-國語家庭作業實施作業內容指派次數最多為生字甲乙本、成語造句、成語句子抄寫、生字造詞造句、圈詞和日記或週記，圈詞和日記或週記出現次數相同，並列第五項，指派次數次數最少的五項作業項目為讀報單、閱讀書報、上網查課文相關資料、看圖寫故事、加油簿，又以該校六年四班、五班國語作業項目較多。
2. 雲林縣希望國小六年級語文領域-國語家庭作業實施作業類型以「記憶類型」為最多數，次要類型依序為「理解類型」、「創作類型」、「應用類型」、「鑑賞類型」。
3. 雲林縣希望國小六年級語文領域-國語家庭作業與第三階段能力指標之對應以「識字與寫字能力」與「注音符號運用能力」達成程度最高，「說話能力」之指標達成程度最低，完全未出現之能力指標可分為三類：溝通表達、書法習寫、使用電腦編輯與在網路上分享。
4. 雲林縣希望國小六年級語文領域-國語家庭作業與十大基本能力對應後以「瞭解自我與發展潛能」、「欣賞、表現與創新」、「生涯規劃與終身學習」等三項基本能力出現次數最多，「文化學習與國際瞭解」的能力的出現次數最少。
5. 雲林縣希望國小六年級語文領域-國語家庭作業實施之優勢為難度較低，學生較容易獨立完成、所花費的時間相對減少、缺交作業情形減少、家長與安親班方便協助指導，減少親師生衝突、容易提升學生考試成績、作業容易批改，劣勢：缺少非紙筆作業、缺乏變化與創意、學生無法擁有多樣化的管道表達自己想法、減損部分學生的學習興趣、無法培養學生群性發展。
本研究依據上述之結論，對教育行政機關、學校、教師及未來研究提出建議，以供參考。

關鍵字

家庭作業 ； 家庭聯絡簿 ； 能力指標 ； 十大基本能力

並列摘要

This study employed document analysis to explore implementation of the sixth grade Mandarin Chinese homework in Yunlin County HIS-WANG elementary school. A total of 5 family communication books of HIS-WANG elementary school were collected to find out the Mandarin Chinese homework contents and types. Besides, this study was to show how the Mandarin Chinese homework corresponds to the third stage competence indicators and ten basic abilities, then, to explore the advantages and disadvantages. The results of this study indicated the followings:
First, the mainly Mandarin Chinese homeworks were new words, idioms, making sentences of idiom, phrases or diary. Reading newspaper worksheet, reading, surfing the internet, writing story and assistance workbook were fewer. Besides, the types of Mandarin Chinese homework in class 604 and class 605 were the most.
Second, the mainly type of Mandarin Chinese homework was memory, and others were comprehension, creation, application, appreciation, and analysis.
Third, literacy and spelling ability and Mandarin phonetic alphabet ability were used the most in the six grade Mandarin Chinese homework of HIS-WANG elementary school. Speaking ability was used the least. Communication, calligraphy and using computer to edit and share on internet were never used.
Fourth, “Self-understanding and Potential Development” , “Appreciation, Performance and Creation” and “Career Planning and Life-long Learning” were used the most in the six grade Mandarin Chinese homework of HIS-WANG elementary school. “Culture Learning and International Understanding” were used less.
Fifth, the six grade Mandarin Chinese homework of HIS-WANG elementary school were less difficulty for students to complete without help. Students needn’t use too much time on homeworks and they can hand in on time. Parents and cram scool can teach students to do it more easily. There were fewer conflicts between parents, students, and teachers. For teachers, it’s easy to check homeworks upgrade students’ scores. But the disadvantages were short of non-pen and paper operations and creation. Students were hard to express, having lower interest on homework,and also having less chance to learn with peers.
Based on the above conclusions, this study proposes suggestions for education authorities, schools, teachers and studies in the future.

並列關鍵字

Homework ； Family Communication Book ； Competence Indicators ； Ten Basic Abilities

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