海洋教育課程轉化之研究－以臨海一所小學為例

傳送到

題名:
海洋教育課程轉化之研究－以臨海一所小學為例
著者: 黃志敘; Huang, Zhi-xu
林瑞榮; Jui-Jung Lin; 教育經營與管理研究所博士班
主題: 課程轉化; 經驗課程; 理念課程; 海洋教育; experiencial curriculum; ideal curriculum; marine education; curriculum transformation
描述: 海洋教育的推動為我國培養優質海事專業人才的基礎，也是發展海洋國家的必要條件。在國中小海洋教育推動方式是以議題融入課程為主，從理念課程到學生的經驗課程在轉化過程中必然會產生許多差異，因此本研究目的即尋找課程轉化過程中，可能造成差異的因素並提出建議以避免或改善之，使理念課程能落實到學生的學習經驗，並能有助於海洋教育的推動及成功。研究中採用觀察、訪談及文件分析之個案研究法，針對研究者所任教西部沿海一所普通小學的相關人員包括行政人員、教師、學生、家長及社區人員為研究的對象，藉由海洋教育實施前後學校在推動海洋教育活動時，以Goodlad的五種課程層次所呈現的情境做為資料蒐集的來源，透過資料分析探討造成各層次課程差異的相關因素及問題。研究結果發現：（一）理念課程與正式課程差異在於缺乏明確課程方向；（二）正式課程與知覺課程差異在於缺乏海洋素養及專業能力不一；（三）知覺課程與運作課程差異在於缺乏社會對於海洋教育的發展支持；（四）運作課程與經驗課程差異來自於各階層所累積的大量差異；（五）海洋教育課程轉化差異影響融入課程與教學方式；（六）課程轉化差異大對於海洋教育政策推動有負向的影響。
The promoting of marine education is the basis that our country cultivates excellent marine’s professional, and is the condition to develop marine country. The way to promote marine education in elementary and junior high schools is to integrate theme to curricula. There must be much difference from ideal curriculum to experiential curriculum in transforming process, so the goal of this research is to find the factors which caused the probably difference and to offer advice and improve it that makes ideal curriculum carry out students’ experience and helpful to the success of marine education. The research is aimed at a common elementary school which the researcher works as a teacher of relative staffs including administrative staffs, teachers, students, and community staffs in western coast by observing, interviewing, and analysis of case study. When schools promote marine educational activities, the resource of data collection is served as Goodlad’s five kinds of curriculum levels which show the situation, and through data analysis they can discuss the relative factors and question of every curriculum levels. The research resulted that (1)the difference between ideal curriculum and formal curriculum is the lack of clear curriculum direction.(2) the difference between formal curriculum and perceived curriculum is the lack of marine appreciation and the discordant of professional abilities.(3)the difference between perceived curriculum and operating curriculum is the lack of the favor to marine education of society.(4)the difference between operating curriculum and experiential curriculum is from every levels which accumulate plenty of difference.(5) marine education curriculum of transforming difference would influence the way to integrate curriculum and teaching.(6) the larger difference of curriculum transforming has some negative influence on marine education.
博士
建立日期: 2013
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/413
資源來源: NUTN IR

連結

連回原始介面

海洋教育課程轉化之研究－以臨海一所小學為例

黃志敘; Huang, Zhi-xu 林瑞榮; Jui-Jung Lin; 教育經營與管理研究所博士班 2013

正在檢索遠程資料庫，請稍等