體驗區
|
| 篇名 |
全面線上學習下綜合活動領域教學轉變之研究
|
| 並列篇名 |
A Study of the Online Learning Nationwide on the Teaching of the Integrated Activity Area
|
| 作者 |
楊宗明(Tsung Ming Yang)
、鄭勝耀(Sheng Yao Cheng)
|
| 中文摘要 |
從2021年5月18日教育部宣布全國開始「停課不停學」後，各方均把焦點放在主要學科的線上學習，但「綜合活動領域」在這一波線上學習中，卻鮮少被提及；然而，在「科科等值」與「素養導向」的十二年國教課綱中，「綜合活動領域」的課程與教學在全面線上學習時期實有其不可抹滅的特殊性與重要性。「綜合活動領域」一方面結合在地需求，從理論基礎發展出領域教學的實施原則，另一方面則揭示其「活動」屬性，著重實踐、體驗與省思的歷程，但是在全面實施線上學習後，其活動屬性及「生活情境」、「體驗互動」的教學特性也勢必受到限制。本研究擬先透過文獻探討，探究「綜合活動領域」的教學實施原則，再分析線上學習的優點與缺點，進一步探討線上學習對「綜合活動領域」教學的影響及因應；而在資料的蒐集部分，本研究先針對四位教育部課程與教學綜合活動領域中央輔導團輔導員進行深入訪談，再透過紮根理論中主軸編碼分析方式完成訪談資料整理。本研究主要發現為線上學習對綜合活動領域課程與教學之影響，在因果條件包含「領域特性」、「學習重點」及「課程實施場域」；而在「綜合活動的活動屬性」的脈絡中，從「引發反思的體驗」、「合作互動的歷程」、「團隊共創的學習」及「重視實踐的成果」加以解釋，並歸納出「社群強化共備能量」、「體驗活動的規劃」及「課程重整編排」等領域線上課程的專業轉化策略，以達到減少衝擊與突破限制的結果。最後，希望可以反思我國綜合活動領域全面實施線上學習之啟示，提供領域教師面對變革。
|
| 英文摘要 |
On May 18, 2021, MOE announced that all schools nationwide should stop classes at school but continue to help students to learn. The focus of the online learning has been on the main subjects for long, such as Chinese and math, while the Integrated Activity Area has been almost ignored. However, in the Curriculum Guidelines of 12-year Basic Education, all subjects being equal and the competency-oriented teaching make the Integrated Activity Area a special and important subject in schools at the total online learning era. The teaching principles of this field show that activities and life experiences are important elements. But as the online learning carrying on nationwide, the characteristics and the property of the Area have been challenged. Through the literature review, the teaching principles of this field and its theory background, and the assets and the liabilities of online learning are investigated. The research method is grounded theory based on the deep interview with four MOE Curriculum and Teaching Central Advisors and axial coding analysis was implemented. The findings of the research are as follow. The phenomenon was the influence of the Integrated Activity Area curriculum and teaching in online learning. The causal conditions include the property of the field, learning focus, and the places of curriculum implementation. While the contextual condition is the characteristics of activity of the field, the explanation from the experiences arousing reflection, the process of cooperative interaction, the learning output produced through teams and the emphasis on the results of practice are proposed. The strategic action/ interaction in this research is the professional transforming strategies when facing online learning, such as community co-preparation, the plan of the experiential activities and the rearrangement of the curriculum to reach the consequences of reduce the impact and positively breakthrough. Finally, reflection on the online learning of the field is proposed for teachers to face the change.
|
| 頁次 |
026-043
|
| 關鍵詞 |
十二年國教
、停課不停學
、紮根理論
、綜合活動領域
、線上學習
、12-year Basic Education
、stop classes without stopping learning
、grounded theory
、integrated activity area
、online learning
|
| 卷期 |
328
|
| 日期 |
202108
|
| 刊名 |
教育研究月刊
|
| 出版單位 |
高等教育文化事業有限公司
|
| DOI |
10.53106/168063602021080328003
|
|
相關文獻 :
客服信箱