台南縣國民小學綜合活動學習領域課程知覺、課程實施與疑難問題之調查研究

傳送到

題名:
台南縣國民小學綜合活動學習領域課程知覺、課程實施與疑難問題之調查研究
著者: 彭明俐; Peng, Ming-li
吳新華; Xin-hua Wu; 教育學系課程與教學碩士班
主題: 課程實施; 綜合活動學習領域; 課程知覺; Integrative Activities Learning Areas; the curriculum implementation.; the curriculum of consciousness
描述: 本研究旨在探討台南縣國民小學綜合活動學習領域課程知覺、課程實施與疑難問題之情形，並分析不同背景國小教師在綜合活動學習領域課程知覺、課程實施與疑難問題的差異情形。本研究採文獻分析法及問卷調查法，並以自編「台南縣國民小學綜合活動學習領域課程知覺、課程實施與疑難問題調查問卷」為研究工具，針對台南縣國小教師進行抽樣調查，計發出問卷200份，有效問卷191份，有效回收率為95.5% ，所得資料以描述統計、t考驗、單因子變異數分析、卡方考驗、百分比、Scheffé法事後比較等統計方法進行分析處理，獲致以下結論：1.國小教師對綜合活動學習領域的課程知覺在主題軸、主要目標、指定內涵、關鍵能力等認知層面顯著不足。2.女性教師對綜合活動學習領域的課程知覺顯著優於男性教師。3.在教學規劃方面，以學生為中心居最多，其次是以學科知識為中心、以學校為中心。 4.綜合活動學習領域課程最常與藝術與人文領域做統整教學。5.綜合活動學習領域課程的教學方式，以遊戲或活動居最多，其次是分組討論。6.評量前教師利用綜合活動學習領域課程來趕課或複習的佔21.8%。7.最希望輔導團提供探索活動、教學法、教案和教具介紹之教學資訊。8.在行政支援方面，教師做體驗教學時受場地與器材限制最感困擾。9.在教學實施方面，教師以不容易建立綜合活動學習領域課程的評量標準最感困擾。10.在其他疑難、困境方面，以課程內容重複、課本編排脫離現實生活最感困擾。
The main purpose of this study elementary school in Tainan County, the areaes of integrated curriculum activities in perceptual learning, curriculum implementations and problems of the cases, and analyse different backgrounds in the fieldes of integrated curriculum activities in perceptual learning, curriculum implementations and the differences problems for elementary teachers.In this study, analysis and documentations were taken by survey method, "activities in the field of perceptual earning, curriculum implementations and difficulties questionnaire" as a research tools. The survey methods were focus on samples of elementary teachers in Tainan County.200 questionnaires were issued, 191 valid questionnaires, and the effective recovery rates were 95.5%.Descriptive statistics, T tests, One-way ANOVA, Chi-square test, Percentage, Scheffé post hoc comparison method such as an analysis of statistical methods to deal with, and addressed to the following conclusions: 1. Female teachers of the integrated curriculum activities in the field of perceptual learning were significantly better than male teachers.2. Primary teachers of the integrated curriculum activities in the field of perceptual learning in the "theme-axis", "main objective", "specific connotations", "Key competencies" such as lack of significant cognitive level.3. In "Teaching planning", most them are "student-centered" , followed by a "knowledge-centric", "Learning School-centric " 4. Integrative Activities Learning Areas Curriculum Arts and Humanities and the most common area of integration to do the teaching.5. Integrative Activities Learning Areas of the teaching methods courses in order to "game or activity as" the most, followed by "group discussion".6. Teachers to use pre-assessment learning activities in the field of integrated curriculum in time for classes or review of accounting for 21.8%.7. To guide the corporation to provide the most exploration activities, teaching methods, lesson plans and teaching aids to introduce the teaching of information.8. Administrative support, teachers do experience teaching facilities and equipment subject to restrictions on the most troubled.9. Implementation in education, teachers are not easy to establish an integrated learning activities in the field of curriculum standards to assess the most troubled.10. In other problems, difficulties, in order to repeat the course content, textbooks, arranged from the most troubled real life.
碩士
建立日期: 2009
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2048
資源來源: NUTN IR

連結

連回原始介面

台南縣國民小學綜合活動學習領域課程知覺、課程實施與疑難問題之調查研究

彭明俐; Peng, Ming-li 吳新華; Xin-hua Wu; 教育學系課程與教學碩士班 2009

正在檢索遠程資料庫，請稍等