國小敘事課程建構與實施之行動研究

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國小敘事課程建構與實施之行動研究
著者: 許華書; Hsu, Hua-shu
徐綺穗; Chi-Sui Hsu; 教育學系課程與教學碩士班
主題: 敘事課程; narrative curriculum
描述: 本研究採行動研究法，研究對象為任教班級二年級學生，嘗試以Lauritzen 和Jaeger（1997）所提出的敘事課程規劃模式為設計架構，利用繪本為文本建構二年級的敘事課程，並加以實施。藉由教學實錄、教學省思、觀察記錄、訪談、學生作品、及家長回饋等多方面的資料蒐集與分析，瞭解學生在敘事課程之學習歷程及表現，並探究教師在實施敘事課程中所遭受的困難及解決策略。歸納本研究所獲致的結論如下：一、敘事課程建構歷程（一）加深文本脈絡理解將有助於敘事課程的進行（二）邀請孩子成為課程建構的夥伴（三）探索具有其複雜性，需師生共同參及同儕的合作學習（四）採真實評量兼顧敘事課程學習歷程和結果二、學生在敘事課程中學習歷程與表現（一）學生與敘事文本之間是一種動態關係（二）敘事課程可提高學生學習動機，幫助認知學習（三）敘事課程有助學生道德情意的學習（四）培養主動探索精神，激發多元智能三、實施敘事課程所遭遇的困境與解決策略（一）選擇和評估問題，應注意提升思考層次的問題（二）自覺的探索行動，對孩子才是有意義的（三）瞭解學生先備知識，給予齊備的資源供探索（四）分析文本脈絡、掌握目標，避免探究過於零散費時（五）採取真實評量的方式制定規準（六）敘事課程實踐需建立教師的課程價值及信念最後，研究者根據本研究結論，對國小實施敘事課程教學及未來研究提出一些具體的建議。
The study uses an action research approach, with second grade students as the research object. The study tries to work out a design framework based on the narrative curriculum planning template proposed by Lauritzen and Jaeger, utilizes picture books for texts to construct the narrative curriculum for the second grade in elementary school, and implement the curriculum. By collecting and analyzing various information, including teaching facts, reflections on teaching, observation and records, interviews, student works, and parental feedback, etc., students’ learning process of narrative curriculum is tracked and understood, and the difficulties teachers confronted in such teaching is examined, together with solutions proposed.A summary of research findings is as follows:I、 The process of constructing narrative curriculum.1. Students understanding the outline of the text would help with narrative curriculum.2. Children are the partners for constructing narrative curriculum.3. Narrative curriculum has the property of trans-disciplinary integration.4. Take authentic assessment giving attention to both the process and result of narrative curriculum learning.II、 Students’ learning process in narrative curriculum.1. Between students and narrative texts is a dynamic relationship.2. Narrative curriculum can increase students’ learning motivation and help with cognitive learning.3. Narrative curriculum helps students with their moral affection learning.4. Develop the spirit of initiative exploration, and inspire multiple intelligences.III、 Difficulties confronted in implementation of narrative curriculum and solutions.1. In selecting and evaluating questions, pay attention to those questions that improve thinking level.2. Self-motivated exploration activities are what matter to children.3. Understand students’ prior knowledge, and provide well-prepared and sufficient resources for exploration.4. Analyze outline of text, identify the goal, and avoid too trivial and time-consuming exploration.5. Develop the idea of consistency between teaching, learning, and assessment.6. It is necessary to develop teachers’ curriculum value and belief.Finally, based on research findings, researchers bring up some specific suggestions for implementation of narrative curriculum teaching in primary schools and future researches.
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/987654321/2053
資源來源: NUTN IR

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國小敘事課程建構與實施之行動研究

許華書; Hsu, Hua-shu 徐綺穗; Chi-Sui Hsu; 教育學系課程與教學碩士班 2009

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