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  • 學位論文

從校園安全到居家安全─國小低年級社團「安全教育服務學習方案」之行動研究

From Campus to Home-The Action Research of Safety Education and Service-Learning Program to Lower Grade Students in Student Club of Primary School.

指導教授 : 張景媛 田秀蘭

摘要


本研究主要探討(一)針對國小低年級學童在社團活動實施「安全教育服務學習方案」的課程設計;(二)實施歷程及其中可能遇到的困境與因應策略;(三)學生學習成長情形及(四)研究者本身的專業成長。 本研究採取行動研究法,以研究者所任教之臺灣北部某國小11位低年級學童(男生7人,女生4人)為研究對象,實施為期一學期共21堂社團課,透過以「安全教育」為主題的服務學習方案帶領孩子認識安全教育、服務學習及培養團隊合作的學習方法並促進孩子在學習中的反思能力,以實踐十二年國教素養導向之精神。資料蒐集為研究者的課程設計與教材、課堂觀察記錄、督導與觀課員的訪談記錄與家長回饋等文件資料與影音資料。 研究結果如下: 一、 設計國小低年級學童社團活動之「安全教育服務學習方案」應注意以下幾點: (一) 以服務學習四階段作為課程架構,並將安全教育場域聚焦在學生熟悉之情 境,如:校園及居家環境。 (二) 將學生生活經驗與服務行動做結合,如遊樂器材的使用與操作剪刀。 (三) 藉由繪本、桌遊和體驗活動等多元策略能整合學生認知、情意、技能與行為。 二、 實施「安全教育服務學習方案」要讓學生主動發現問題並解決問題,本方案 歷程如下: (一) 透過校園巡察、問卷調查及訪問護理師瞭解校園安全問題。 (二) 服務行動以繪製海報、拍攝宣傳劇的方式向全校師生做宣導。 (三) 以延伸情境至居家環境做學習遷移檢核並深化服務學習,將安全知能與家人 分享並實踐。 (四) 邀請其他服務學習團體舉辦聯合成果發表會,增進學生視野及共享成果。 其中可能的困境與因應策略有以下三點: (一) 學生探索後易將問題範圍過度發散,教師須引導其聚斂焦點。 (二) 服務對象模糊將影響服務目的與內容,師生需清楚設定服務對象並評估可行 性。 (三) 低年級學童不易進行討論與反思活動,教師可藉由調整座位形式與訂定討論 規則來協助學生。 三、 學生、家長、協同研究者與研究者等皆發現學生在「安全教育服務學習方案」 學習歷程中逐步增能,以下說明: (一) 學生對校園及居家環境的危險警覺性及預防知能提升。 (二) 學生在討論過程中覺察自己的行為並學習尊重及勇於發表。 (三) 以繪製海報、拍攝宣傳劇與漫畫經驗分享等方式展現實踐力行的表現。 (四) 在學習歷程能自我肯定並產生學習遷移。 四、 研究者在課程設計、引導反思與提供學生舞台等方面獲得專業成長: (一) 研究者能運用社團課程模式設計符合素養導向之安全教育服務學習方案。 (二) 研究者在引導學生討論與反思的技巧提升。 (三) 研究者以聯合成果發表會增加學生視野與影響力。

並列摘要


This research mainly investigates four topics including: (1) Curriculum design of service learning program focusing on lower grade students’ safety education using student club time, (2) The possible challenges met and coping strategies used during the process, (3) Students learning and growth during the process, and (4) Researcher’s own professional growth from the research. This research uses action research approach. Its research target focuses on 11 lower grade students (7 boys and 4 girls) in a primary school in Northern Taiwan. The whole process includes 21 club times in a semester, using safety education as service learning topic to teach students about the content of safety education, service learning and build up their teamwork skill, and cultivate their self-reflection ability. The research-related data contains curriculum design, teaching materials, in-class observation records, interview of supervisor and class observer and parents’ feedback. The results are as below. 1. When designing service learning programs of safety education for lower graders in school clubs, we should pay attention to the followings: (1) Taking the four stages of service learning as curriculum basic structure. And using the places where students are familiar with as safety education’s focus, such as schools and homes. (2) Combining service actions with students’ life experiences. For example, the use of playground facilities and scissors. (3) Integrating students’ cognition, affection, skills and actions through picture books, board games and experience activities. 2. When implementing service learning programs on safety education, teachers need to encourage students to discover problems and find solutions. The processes of this research are as below: (1) Identifying school safety issues through campus tours, questionnaires and school nurses’ interviews. (2) Making posters, filming videos to promote the school safety concept to the whole school teachers and students. (3) Extending learnings from school to home environment in order to review the knowledge and deepen the service actions. Sharing and practicing the learnings about safety with family members. (4) Inviting other service clubs to hold a joint wrap-up presentation to broaden students’ horizons and share the achievements. The challenges met and coping strategies used during the research: (1) Students tend to overly diverge the problems, so the teacher needs to guide them back to the main focus. (2) If the service target is not clear enough for the students, it may weaken the service purpose and actions, so the teacher needs to set a clear target and evaluate the feasibility. (3) It’s difficult for lower graders to have discussions and reflection, so the teacher could assist them by changing the seats and setting the discussion rules. 3. Students, parents, collaborative researchers and researcher all found out that students gradually establish their abilities during the learning process. Examples are shown below: (1) Students are now more aware of dangers in schools and homes, and also their knowledge on danger prevention has enhanced. (2) Students could detect their own behaviors and learn to respect others and become more active to express themselves. (3) Students learnt to make posters, film videos and draw comics to share and practice their learnings. (4) Students experienced self-affirmation and learning transfer also took place 4. Researcher gains professional growth in the aspects of curriculum design, reflection guiding and students’ performance opportunity provision. For example, (1) Researcher could design a literacy-oriented service learning program on safety education using school club time. (2) Researcher enhances the skills of leading discussion and guiding reflection. (3) Researcher could use joint wrap-up presentation to broaden students’ horizons and strengthen their influence.

參考文獻


一、 中文部分
王連生(1994):幼兒安全教育研究應有的認識。教師之友,35(1),2-8。
王煥琛(1980):安全教育。臺北:正中。
尹美琪(2002):專責單位主導之「服務–學習」課程–以輔仁大學為例。通識教育季刊,9(3),35-72。
李惠美(2013):以服務學習為取向的環境教育課程設計。國立交通大學客家文化學院客家文化學程碩士論文。

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