國民中學綜合活動學習領域教師教學歷程分析之行動研究~以臺北市兩所國中教師為例

曾明惠

指導教授 ： 張景媛

國立臺灣師範大學/教育學院/教育心理與輔導學系在職進修碩士班/碩士(2003年)

摘要

本研究旨在透過教師教學歷程的分析，了解國民中學綜合活動學習領域教師對綜合活動學習領域課程綱要的認知程度，並深入瞭解教師在教學上所遭遇的困難，與其所需要的協助，希望藉此能反映教師的心聲並思考協助對策。研究結果並供教育行政機關及學校行政單位進行九年一貫課程發展及未來研究之參考。
本研究在質化研究取向下，以台北市某兩所國中的綜合活動領域教師與九十一學年度七年級的學生為對象。透過訪談、觀察教學、問卷調查等方式，蒐集以獲取各種資料。根據資料分析與研究結果的討論，歸納出以下結論：
一、教師對綜合活動學習領域課程的認知情形
（一）實施初期，教師對綜合活動領域課程的認知各有不同的解讀
（二）透過實際教學有助於教師對課程概念認知的逐步釐清
二、教師對實施綜合活動教學之心理感受
（一）課程實施初期，教師們直覺上產生焦慮不安的情緒
（二）教學歷程中，教師會因遭遇不同的事件與經驗，而產生不同的心理情緒
三、綜合活動課程教學實施之歷程
（一）教師實施綜合活動課程教學受到許多因素的影響
（二）教師對課程理念的正確認知是落實綜合活動教學的根本
（三）教師教學專業能力之不足是最需突破的困境
（四）符合教師需求的進修研習活動是教師落實綜合活動教學最大的期盼
（五）學習型的教學團隊運作是綜合活動課程順利實施的契機
四、綜合活動領域課程之評價
（一）綜合活動領域課程的實施對教師與學生都有正面的意義
（二）學生喜歡能落實綜合活動課程意義的學習
（三）課程的價值維繫在能實施落實綜合活動精神與意義的教學基礎上
最後依據研究結論，分別針對學校教師、學校行政單位、教育行政機關，及未來相關研究提出具體建議，作為實施九年一貫課程之參考。
關鍵詞：九年一貫課程、綜合活動學習領域、教學歷程

關鍵字

九年一貫課程 ； 綜合活動學習領域 ； 教學歷程

並列摘要

An Action Study on Analyzing the Teaching Process of Junior High School Integrative Activities—the Case Study of the Teachers in Two Junior High Schools in Taipei
Ming-Hui Tseng
Abstract
The purpose of this study is to investigate junior high school Integrative Activities teachers’ comprehension toward Integrative Activities Curriculum Guidelines, to realize the difficulties that the teachers have encountered and the support they need while teaching by analyzing teachers’ teaching process, and moreover, to understand the teachers’ thoughts and the strategies that can be used to help them. The results of this study also provide a reference for the educational and school administrations while carrying on Grade 1-9 Curriculum development and further studies.
Under the qualitative research approach, the subjects of this study are the Integrative Activities teachers and the seventh graders of Ninety-first Semester in two junior high schools in Taipei. To collect all kinds of related data, teacher-interviewing, teaching-observing and questionnaire-surveying are conducted. According to the data analysis and discussion, the results of the study are summarized as the following:
1、Integrative Activity teachers’ comprehension of Integrative Activity Curriculum
(1) At the start, different teachers expound the curriculum respectively.
(2) Through the teaching practice, teachers have clearer viewpoints toward the curriculum.
2、Integrative Activity teachers’ perception toward teaching Integrative Activity Course
(1)At the very beginning, teachers feel anxiety about implementing Integrative Activity Curriculum.
(2)Owing to encountering different events and experiences while teaching, teachers have quite various emotions.
3、The process of implementing Integrative Activity Course
(1)Many factors influence whether teachers implement Integrative Activity Course or not.
(2)Teachers’ correct comprehension toward the course is the foundation of fulfilling Integrative Activity Course.
(3)Teachers’ lacking professional ability in teaching is the most fatal difficulty to resolve.
(4)Well-designed on-job training is the basic requirement for implementing qualified teaching activities.
(5)Building a learning group for teaching teamwork is critical to smoothly implementing Integrative Activity Course
4、The evaluation of Integrative Activity Course
(1)Integrative Activity Course is a course which teachers and students can learn together, and therefore it’s meaningful to implement the course.
(2)Students enjoy the learning which fully fulfill the essence of Integrative Activity Course.
(3)The value of the course is based on whether teachers fulfill the spirits and true meanings of Integrative Activity Course while teaching.
According to the conclusions, several suggestions to school teachers, school and educational administrations, and further studies are made in the last section.
Keywords：Grade 1-9 Curriculum, Integrative Activity Course, Teaching Process.

並列關鍵字

Grade 1-9 Curriculum ； Integrative Activity Course ； Teaching Process

參考文獻

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