國中實施鄉土教學課程之協同行動研究

The Collaborative Action Research on Implementation of Homeland Education in Junior High School

李佳玲(Chia-Ling Li) ； 吳連賞(Lien-Shang Wu)

《環境與世界》 7期 (2003/06) Pp. 55-90

https://doi.org/10.6304/EAW.2003.7.3

摘要

鄉土教育是一種綜合性的教育，包含了自然、社會以及藝術與人文等領域，鄉土教學課程則是達成鄉土教育的必備課程。本研究以協同行動研究法，進行國中學區鄉土教學實驗課程，其主要的目的是以教師即為研究者的精神，透過地理、歷史、美術、家政四位協同研究教師之間的專業對話與合作,研擬 出結合社區特色的統整性鄉土教材,再將教材化為四個行動方案,採用以建構 主義為主的教學策略,進行實際的教學實,驗,並從中觀察紀錄各種情境中,學 的學習過程與其成效;經由不斷修正教學策略,引導學生重新建構鄉土的概念,丘藩寄生活化的地理與鄉土教育的目標,更期望透過本研究增進教師自我與專業的成長。
本研究課程的基本架構以「田野調查的理論與實作」為基礎延伸到象徵現在與未來的「新光路」、舊景觀雜陳的「中華五路」，以及時空變化下戲師甲之「生活舞台」的蛻變等，各方案的教學實施，採取協同教學、統整課程的方式、分為室內教學、戶外實際，以及綜合檢討等三部份進行，試圖透過參與性觀察、訪談，以及文件分析等三方面，進行資料分析；在教學上，可做為下一個行動方案之教學策略修正的參考；在研究上，可用來詮釋學生建構鄉土知識的表現，審視其思考與解決鄉土問題的能力，並從中觀察其鄉土意識與情感的表現；最後，帚體檢是學生之學習成效，以及教師的專業成長成效。
研究的結果顯示，學生的學尼成效所涵蓋的認知、情義與技能目標，正與鄉土教育部標相符，並廣受研究對象本身以及家長的熱烈支持與肯定；教師在協同教學知能，鄉土認識與認同、自我與專業成長，以及教與學的雙向成長上，亦成效卓者；生活化的地理教學在本研究課程中，強化了學生的空間感抽象性、批判性思考能力，也深化了鄉土的知識內涵與愛相愛土的情懷；協同關係的建立，為九年一貫彈性課程與學校本位課程的實施奠定合作的經驗與基礎，也助於國中鄉土教育的抽象。

關鍵字

鄉土教育 ； 地理教學 ； 鄉土教學課程 ； 協同行動研究 ； 戲師甲

並列摘要

Homeland education, which includes the fields of science, society, art, human culture, and etc, is one kind of comprehensive education while homeland curriculum is essential to the accomplishment of homeland education. The study implemented an experimental homeland course in the junior high school of its object by adopting the collaborative action research method. Based on the notion of “teachers as researchers”, the study aimed to construct an integrated homeland curriculum with community characteristics through the professional cooperation and dialogues among four collaborative research teachers of geography, history,art,and domestic science. The curriculum was transformed into four action plans, which was then carried out in real teaching under the constructivism-based teaching pedagogy. In the teaching process, the researcher observed and recorded students’ learning process and effects under various circumstances. Through constant revision of the teaching strategy, the researcher guided the students to reconstruct their conception of homeland and fulfilled the goals of lifelike geography and homeland education. The researcher also expected that the study could promote teachers’ self-growth and the increase of their specialty.
The study adopted “the theory and implementation of fieldwork” as its farnework, which was then extended to the “Hsin-kuang Road” – a symbol of present and future,“Chung-hua 5th Road” – a mix of old and new landscapes, and the metamorphosis of “the Hsih-shih-chia Life Stage” in the transition of time and spate. Eac句action plan, implemented through collaborative teaching and integrated course, included indoor instruction, outdoor observation, and synthetic evaluation. :ita analysis was done through participatory observation, interview, and document . I terms of teaching, the analysis could serve as the reference for the analysis. In terms of teaching, the analysis could serve as the reference for the teaching strategy revision of the next action plan. In terms of study, the analysis could be used to explain the process of the students’ construction of homeland knowledge, to evaluate thei~ ability in thinking about and solving the homeland problems, and to investigate their ideological and affectional perfonnances toward their homeland. Finally, the students’ learning effects and the teachers’ professional growth in the whole process were examined.
The result of the study showed that the students’ learning effects were consistent with the cognitive, affective, and behavioral goals of homeland education. Besides, the curriculum was supported and approved enthusiastically by the subjects and their parents. In addition, the teachers have made great progress in handling collaborative teaching, homeland cognition and identification, self-growth and increase of specialt弘and the two-way growth of teaching and leammg. Furthermore, the lifelike geographic teaching strengthened students’ extensity, abstraction, and critical thinking and increased their knowledge and love of their homeland. Finally, the establishment of collaborative relationship paved the way for the implementation of the Nine-Year Joint Curricula Program and contributed to the fulfillment of homeland education in junior high school.

並列關鍵字

homeland education ； geographic teaching ； homeland curriculum ； collaborative action research ； Hsih-shih-chia