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國小鄉土教學活動課程轉化之個案研究

 

   

 

本研究旨在探討目前國小鄉土教學活動課程轉化之狀況,分析教育部所公布國小鄉土教學活動課程標準之內容、台中市教育局、學校、教師等,在各層次之間課程轉化的差距情形。

本研究方法分為四個部分,第一部分是參與台中市教材編輯會議各校巡迴輔導活動座談會相關研習活動等,分析在教育局層級對整個台中市國小鄉土教學活動推動的方向與實際運作的狀況第二部分則選擇一個案學校及班級,進入現場實際觀察,藉以分析學校行政人員及任課教師層級課程轉化之情形第三部分以部分相關人員為對象進行訪談。第四部分採用文件分析法的方式,探討台中市整體實施教學的內容及方式。

本研究發現,由於各地環境不同,各層級的人員對該課程亦有不同的詮釋,使得課程標準與教育局正式課程、課程標準與學校正式課程、教育局正式課程與學校行政人員知覺課程、教育局正式課程與教師知覺課程、學校運作課程與教師運作課程、教師知覺課程與運作課程,均因課程轉化產生差距最後根據本研究結論,提出具體建議,以供教育行政人員及教師等相關人員,作為國小鄉土教學活動的實施與未來發展之參考。

 

關鍵字:鄉土鄉土教學活動課程轉化

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本文作者為台中市建功國小教師;國立台中師範學院國民教育研究所碩士;學術專長為鄉土教育、社會科教學、個案研究。

 

 

A Case Study of the Homeland Education Activities Curriculum Translation of Elementary School

 

Kuo, Chih-Ho

 

The main purposes of this study were to investigate the curriculum translation of elementary homeland curriculum in Taichung City.  The study method was mainly based on literature analysis, participant observation, questionnaire investigation and interview. 

The curriculum translation of elementary homeland curriculum has involved in five parts, they included: between curriculum standard and formal curriculum, between curriculum standard and the school in the ways of teaching, between teaching materials and the administrators’ perceived curriculum, between the schools’ operational curriculum and the teachers’ operational curriculum, and between the teachers’ perceived curriculum and operational curriculum. And the influence factors involved in these levels of curriculum translation were numerous.

Finally, the study also provides administration authorities, schools, and teachers with suggestions about the implementation of elementary homeland curriculum.

 

Keywords: native place, homeland education activities, curriculum translation

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Teacher of Jian-Gong Elementary School, Taichung City.

 

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