統整主題單元的評鑑

An Evaluation of Integrated Thematic Teaching Units

游家政(Chia-Cheng You)

《課程與教學》 6卷3期 (2003/07) Pp. 21-41+175

https://doi.org/10.6384/CIQ.200307.0021

摘要

本研究旨在發展一套課程統整的規準，並對基隆市國中小學教師所設計的八個主題單元進行評鑑，藉以診斷統整主題單元的缺失或問題，提升學校教學與學習的品質。本研究歸納課程統整方案和主題教學的評鑑文獻，研訂統整主題單元評鑑規準，分為系統性、主體性、完整性、參與性、認知性、實踐性和成效性等七個向度，計20項規準。評鑑結果以「主體性」和「成效性」的符合程度最高，各有二個主題達到完全符合；其次為「系統性」、「認知性」和「實踐性」，各有一個主題達到完全符合；至於「參與性」和「完整性」則沒有任何主題達到完全符合。根據上述發現，本研究提出七項結論與建議做為改進國中小學統整主題單元的參考。

關鍵字

課程統整 ； 主題單元 ； 評鑑規準

並列摘要

This article attempts to develop a set of criteria for evaluating the curriculum integration programs - integrated thematic teaching units designed by primary and junior high school teachers in Keelung City. And the results of evaluation will contribute to improve the quality of integrated thematic teaching and learning. The criteria, based on literature review of sound curriculum integration programs, encompass 20 standards, which are grouped to seven essential attributes: systematic, subjective, complete, participative, cognitive, practical, and efficient. The evaluation findings are: the subjective and efficient attributes are rated highest, and each has two units matched; the systematic, cognitive, and practical attributes secondly, and each has one unit matched; and the participative and complete attributes the lowest, each has none matched. According to these findings, seven conclusions and suggestions are brought up to improve curriculum integration program for primary schools and junior high schools.

並列關鍵字

curriculum integration ； thematic unit ； evaluation criteria

參考文獻

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