國民中學社會學習領域課程統整精神實踐之質性研究----以台中市三位合科教師為例

李明珠

指導教授 ： 張秀雄博士

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2006年)

摘要

無資料

關鍵字

國民中學社會學習領域 ； 課程統整 ； 合科教學

並列摘要

A Quality Research of Junior High School Social Studies Learning Areas Curriculum Integration Spirit Practice-----
the Examples by Taichung City Three Interdisciplinary Teaching Teacher

Abstract
This research aims to discuss the curriculum integration process of Social Studies Learning Areas teachers in junior high school. With document analytic method, inspection method, and in-depth interview, the research analyzes three Social Studies Learning Areas teachers with different specialty in Taichng City. This research will keep on with the spirit of the grounded theory until every category of the acquisition of information and research analysis reaches “saturation”.

The goals of the research are as follows:
1. To realize the curriculum integration teaching process of Social Studies Learning Areas teachers with different specialty.
2. To discuss how the Social Studies Learning Areas teachers carry out the integration spirit of Grade 1~9 Curriculum when teaching.
3. To analyze how the Social Studies Learning Areas teachers with different specialty deal with the process of pressure transformation from the very beginning to the present time when teaching.
4. To realize the Social Studies Learning Areas teachers’ attainment and suggestions of curriculum integration teaching.

The research adopted the way of sampling to start the research in the late September of 2005 and end up in January of 2006. Meanwhile, the collection and analysis of the information were conducted. By triangulation, document analysis, observing and thinking about the journals, the reliability of quality research is obtained. Finally, accord to the results and findings of this research, the following conclusions are gained:

1. The curriculum integration teaching process.
A. The attempt of curriculum integration depends on teacher’s personal attitude, and is irrelevant with personal background.
B. The resources of curriculum integration teaching knowledge are much fewer than those of professional subject.
C. The traditional evaluation doesn’t meat the multi-dimensional evaluation need of Grade 1~9 Curriculum.
D. The main consideration of choosing curriculum integration teaching is class managements.

2. How the curriculum integration teaching fulfills the curriculum integration spirit of Grade 1~9 Curriculum.
A. The three teachers with different specialty have insufficient knowledge about “integration”.
B. The three teachers only reach the extent of “multidisciplinary “when Curriculum integration teaching is conducted.
C. The Citizen teacher develops more critical thinking and coordinating abiding than History & Geography teachers when teaching.
D. When students ask non-specialty or surpassing questions, the three teachers will acknowledge that they are unable to answer and have to loop up some information in common.

3. The pressure and countermeasure of curriculum Integration teaching.
A. The three teachers had the pressure of preparing the curriculum at first, but that’s not necessarily the main pressure source.
B. The more curriculum integration teaching experiences they get, the less pressure they take.

4. The attainment, suggestions, and expectance of curriculum integration teachers.
A. The 3 of them all abstain “the self-growth” in the process of curriculum integration.
B. The curriculum integration teaching experiences make it easier for them to integrate the knowledge of other subjects and to give more multi-dimensional examples.
C. Increasing teaching hours and returning back to separate-subject teaching are curriculum integration teachers’ common thoughts.
D. Better teachers’ development and in-service training are curriculum integration teachers’ common expectance.

This research also makes proposal to education Institution, teachers’ teaching and the following researches according to the above research conclusions.

並列關鍵字

Curriculum Integration ； Social Studies Learning Areas of junior high school ； Interdisciplinary Teaching

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