海洋閱讀教學融入國小生活課程領域之行動研究

Action Research Concerning Marine Reading Embedded in Life Curriculum

莊詠心(Yung-hsin Cuang)

指導教授 ： 魏宗明

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2011年)

摘要

本研究透過海洋閱讀教學融入國小生活課程領域，探究學習者在實施教學研究過程裡，對海洋的認知、情意及行動表現是否有所提昇，研究者分析海洋閱讀教學實施的歷程與結果，歸納學生海洋整體表現，並探究研究者在教學中遇到的困境與尋求解決之道。
本研究採用行動研究法，研究者在研究中擔任實際教學者與課程規
劃者，研究對象為彰化縣某國小九十九學年度下學期二年級學生，期間利用教學觀察、省思記錄、學生作品、課程回饋單，輔以錄音、錄影及訪談等方法進行資料的蒐集與分析，在研究過程中對海洋閱讀教學融入國小低年級生活課程領域有深入了解，對提供未來研究者在規畫海洋課程上有所助益。
本研究研究結果顯示下列三點:
壹、 99 學年度生活課程教科書海洋教育概念內容分析之發現
一、 生活課程教科書之海洋概念甚為稀少、零散。
二、 生活課程教科書之海洋環境保育概念嚴重性匱乏。
三、 海洋教育在現行的生活課程須由教師自行補充與整合。
貳、 學生在海洋閱讀教學的學習情形與成長
一、 海洋閱讀是海洋教育知能的重要來源。
二、 海洋閱讀可有效的促進學生對海洋的情意。
三、 海洋閱讀能積極的啟動學生對海洋的行動力。
參、 進行海洋閱讀教學活動之困境與因應策略的探討
一、 課程設計應以學生生活經驗為主體。
二、 教學實施歷程中結合海洋教育、閱讀教育與資訊教育融入生活領域，促進師生多元知識的提升。

關鍵字

海洋閱讀 ； 行動研究 ； 生活領域

並列摘要

The purpose of this study was to discuss the marine cognitive, affective and action performance of the learners during the research process through the marine
reading course embedded in life curriculum and to discuss the solution for the obstacles during teaching.
This study employs the action research method. Researcher played both the roles of teaching staff and course designer. The students in their second semester of the school year 2010 at an elementary school in Changhua area were selected for this study.
Data were collected and analyzed from teacher’s observation, reflection journals, students’
work, self- report questionnaires, recording, videotaping, and interviews. During the research process, researcher had a detail understating about marine reading embedded in
life curriculum, and this would be beneficial to future researcher on marine education design.
Three major findings were summarized as below:
I. The content analysis of the marine education concepts in life curriculum textbooks in the 2010 school year.
1. The marine concept in life curriculum textbook is very rare and scattered.
2. There is a serious lack of the marine conservation awareness on life curriculum.
3. In the existing life curriculum, marine education programs needed to be added and integrated by teachers on their own.
II The benefits of students in the marine reading course.
1. The marine reading course is an important source of marine education knowledge and
ability .
2. The marine reading course can effectively promote students’ affection of marine.
3. The marine reading course is a positive start to the mobility of students on marine.
III. The plight of marine reading teaching and the coping strategies.
1. The course design should correspond to students’ life experiences.
2. The process of teaching should combine marine education, reading education and information education embedded in life curriculum to promote the upgrading of
teachers and students’knowledge diversely.

並列關鍵字

marine reading ； life curriculum ； action research

參考文獻

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