澎湖鄉土植物課程設計之行動研究─以竹灣國小為例

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Title:
澎湖鄉土植物課程設計之行動研究─以竹灣國小為例
Author: 陳仁和; Chen, Jen-ho
吳新華; Hsin-hua Wu; 教管所課程與教學（澎湖）碩士班
Subjects: 澎湖鄉土植物; 課程設計; 行動研究; 竹灣國小; Penghu native plant; curriculum design; action research; CWPS(ChuWan Primary School)
Description: 本研究之目的在透過行動研究，以竹灣國小為例，進行澎湖鄉土植物本位課程設計相關問題----課程設計機制、課程教學計畫、課程實施評鑑之探討。研究方法採用文獻分析及行動研究。文獻分析探討三個面向：(一)鄉土植物：探討澎湖植物調查研究、教材園經營及圖書與網路資料蒐尋文獻；(二)植物課程：探討課程大綱、課程設計及課程實施文獻；(三)行動研究：探討行動研究歷程、資料蒐集分析、報告評鑑發表文獻。行動研究是利用彈性課程時間，由本校同仁在五次的全校性鄉土植物教學歷程中，透過課程計畫、行前會議、課程實施、檢討會議等過程，蒐集相關資料，檢討修正，作為改進下學年鄉土植物本位課程實施之參考。本研究之主要發現如下：一、規畫課程設計機制方面：植物教學，以固定編組、協同教學方式進行；進修方式以實作討論為主；行前會議應以解決難題為重點。檢討會議能分享同仁經驗，對大家很有助益。二、發展課程綱要計畫方面：課程綱要修訂以自然與生活科技領域為主，刪除其它領域無法統整者。主題依年級、配合植物六大器官來區分，較有系統且不易重複。計畫編寫要有統一的格式，計畫較能周詳，對專長單元教師都樂於創新設計。三、評鑑課程實施效果方面：同仁已建立討論機制，能暢所欲言，並將關鍵的問題提出修正意見。教學檢核表應修正使簡便易行，並彈性搭配教學省思使用。實施校園植物探索活動，指導學生撰寫學習日記，以實際了解學生學習成果。研究者根據以上發現加以討論並提出建議如下：一、珍惜討論機制，朝向專業團隊之方向發展。二、彙整創新單元，研發有結構性之教學模組。三、研發校園植物探索活動，培養鄉土植物之小小解說人才。
The study of action research aims at exploring the associated problems of school-based curriculum designing from Penghu native plants in ChuWan Primary School(CWPS), including curriculum-designing mechanism, curriculum studies materials and methods, and curriculum-practicing evaluation.The method adopted in this research was literature analysis and action research. The former conferred the related literatures of native plants, curriculum-designing, and action research. For the later, we conducted the flexible curriculum hours executing the whole school native plant teaching process to get and revise the associated information, as a recommendation for the improving of the next semester’s native plant school-based curriculum .According to the study findings, we have concluded the following results:1.Mechanism of curriculum-designing plan: Team teaching and fixed group should be selected in plant teaching; inductions should take practice and discussion as main purpose.2.Development of curriculum fundamental plan: Redaction of curriculum fundamental should be done mainly in Nature field, we should delete the other fields that are hard to unify, and make it more systematic and less repetitive.3.Evaluation of curriculum practicing effect: The team has established discussion mechanism, and they are willing to modify the key problem. The teaching checklist should be simplified and collocated with teaching assessmentsBased on the results of the investigation and observation, the researcher offers a reference for application of teaching and future research. First, we should cherish the discussion mechanism, and develop into a professional group. Second, we should assemble the innovatory unit, and bring about formational teaching modules. In the last, we should establish comment system, and train native plant younger announcers.
碩士
Creation Date: 2003
Format: 121 bytes
text/html
Language: 中文
Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/5144
Source: NUTN IR

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澎湖鄉土植物課程設計之行動研究─以竹灣國小為例

陳仁和; Chen, Jen-ho 吳新華; Hsin-hua Wu; 教管所課程與教學（澎湖）碩士班 2003

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