English  |  正體中文  |  简体中文  |  Items with full text/Total items : 6491/11663
Visitors : 24927530      Online Users : 57
RC Version 3.2 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Adv. Search
LoginUploadHelpAboutAdminister

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6637

Title: 學校社會領域課程統整之研究-以三和國中為例
Other Titles: A study of Curriculum Integration in Social Studies of a School:Taking San-He Junior High School as Example.
Authors: 石玉潔
Contributors: 顏若映
石玉潔
Keywords: 課程統整;課程;行動研究;社會領域
curriculum integration;curriculum;action research
Date: 2004
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究為教學者即研究者的行動研究。本研究先就課程統整的設計與模式之相關文獻進行整理,並根據三和國中的情況,發展出社會領域課程統整的實施方案,然後予以實施。
本研究旨在從了解三和國中社會領域課程統整發展到實施的過程中,分析其影響的因素;並且在實施之後,透過對相關人員的訪問調查(包括校長一人、教師七人、參與演出和未參與演出的學生各二人),分析此一課程統整方案的優劣得失,提供做為探究未來三和國中社會領域課程統整可行模式的參考。
根據文獻回顧、學校文件分析、觀察記錄,與訪問調查的結果,獲致以下結論:
一、 校長的要求與支持是發展社會領域課程統整的重要因素
二、 初次社會領域課程統整的發展需要長時間的醞釀和討論
三、 社會領域教學研究會層次的提升是落實課程統整實施的關鍵
四、 行政的協助和配合是使社會領域課程統整能繼續發展的要因
五、 常態化課程統整實施涉及到整個教育體制及考試制度的變革
六、 主題式的課程統整配合協統教學一起實施是較為可行的模式
七、 七人小組的模式可以做為未來實施課程統整活動的參考依據
八、 學生的學習成效是本次社會領域課程統整設計時的唯一考量
九、 本次實施社會領域課程統整教學觀摩的成果豐碩
根據研究結論,分別對教育行政、學校行政和教師提出具體建議,供作三和國中未來發展社會領域課程統整時的參考依據。
The study is an action research that the teacher is the research. First, the study takes a literature review on the designs and models of the curriculum integration. According to the circumstances of San-he J.H.S., then, develop the curriculum-integrated program in social studies, and put it into practice.
The purposes of the study were to analyses the factors that would affect the curriculum integration in social studies from the starting of the program to the end of its practicing. After finished the practicing, 12 people, including the school principal, 7-related teachers, 4 students (2 in and 2 out of the program) were interviewed to obtain more information.
The following conclusions were supported by the findings:
(1) It was a vital factor for the principal to request and support the development of the curriculum integration in social studies.
(2) It needed long time to incubate and discuss during the first development of the curriculum integration in social studies.
(3) To promote the level of the teaching committee of social studies is the key to fulfill the practice of the curriculum integration.
(4) The assistance and cooperation from the administration are the crucial factors that keep developing the curriculum integration in social studies.
(5) It will involve the changes of the whole education and examination systems to normalize the practice of curriculum integration.
(6) It was a more practicable mode to make the thematic curriculum integration cooperate with team teaching.
(7) Seven-member-team mode can be the reference base to develop the curriculum integration program in the future.
(8) Students’ academic achievements were the only considerations in the design of the curriculum integration in social studies.
(9) We had fertile results after the teaching presentation of the curriculum integration in social studies.
In accordance with the conclusions of the study, some recommendations were presented to educational administrations, San-he junior-high administrations and the teachers.
Appears in Collections:[教育研究所] 博碩士論文

Files in This Item:

File SizeFormat
index.html0KbHTML328View/Open


All items in NCUEIR are protected by copyright, with all rights reserved.

 


DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback