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題名:國小藝術與人文學習領域教科書校準研究:分析教師使用教科書對應能力指標、教學與評量的關係
作者:謝政達
作者(外文):Cheng-Ta Hsieh
校院名稱:國立新竹教育大學
系所名稱:教育學系博士班
指導教授:張美玉
學位類別:博士
出版日期:2011
主題關鍵詞:教科書校準藝術與人文學習領域能力指標textbooksalignmentarts and humanities learningcompetence indicators
原始連結:連回原系統網址new window
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本研究針對藝術與人文學習領域教科書校準為議題,先檢視九年一貫課程能力指標的發展,再探討教科書發展與課程校準相關理論,進一步提出啟示與假設。研究方法以量化為主,以質性為輔。為調查藝術與人文學習領域教科書校準的成效,研究者自編「教科書校準能力指標及教學策略與評量方法」的問卷為工具,收集全國338名國小藝術與人文學習領域教師的資料,並從教師「基本資料」、「專業發展與教學認知」與「教科書使用狀況」分析「教科書校準要項間」的對應關係,並進一步觀察教室教學與教師深度訪談。茲將以分析與討論歸納成以下幾點作為結論:
(一)雖「教科書校準要項間」在三目標主軸的對應比重不一,但有熱忱的任課教師在使用教科書時,會兼顧三目標主軸的比重,並發展獨特的教學風格。
(二)當前學校教師使用坊間教材包進行藝術與人文學習領域的教學,是妥協在「教科書使用」、「師資背景」與「專業能力」相互影響下所作的決定。
(三)教師對於「能力指標的精熟」、「課程綱要轉化為教學實務」與「參與教學社群」以及「教學生涯的反思」的能力,有助於提升藝術與人文學習領域教科書校準要項間對應的程度。
(四)教學不能完全依賴教科書,因為「教科書認知與使用的情況」並不會影響「評量對應教學」、「評量對應能力指標」的程度,以及「教學策略運用」的傾向,需藉教師專業素養來補充教科書的不足。
(五)整體而言,「教科書校準要項間」彼此的對應程度有明顯的關聯性。
最後研究建議教育部宜正視全國各校缺乏藝術與人文學習領域師資問題;學校應重視反思的教學研習與社群在課程校準的重要性;教師宜參考教科書內容發展多元適性的教學活動。最後則建議未來研究者積極投入相關課程校準的的基礎研究,奠定國內課程校準的基礎。
Abstract
The study discusses issues in aligning the elementary school textbook, Arts and humanities learning area. First of all, the literature will be discussed and focused on the development of competency indicators and textbook. Secondly, the interrelated theories of curriculum alignment will be discussed and pointed out the revelation and hypothesis further.
In order to investigate the effect of the alignment in the Grade 1-9 curriculum, the researcher created a questionnaire to gather the data. The data was collected from 338 teachers who are teaching Arts and Humanities learning in a variety of elementary schools. In addition, the analysis compares the teachers’ background, the individual professional developments of the teachers and cognitive teaching with the elements of textbook alignments. After further observing the classroom teaching amd interviewing the target teachers, we concluded that:
1.First, the textbook alignments have different degrees in the three spindles of the national standard. When teachers are enthusiasm, they will balance using the textbooks proportion with the three spindles and develop their individual teaching styles.
2.Second, in order to teach Arts and Humanities learning area, the current teachers use teaching aids which are provided by cultural and educational business. However, the question is why the curriculums have been decided and teachers compromised using textbook with their background and professions.
3.Teachers’ capabilities for having familiar competence indicators, transforming curriculum outline into the actual practice, attending the community and career reflection and seminars that can help them to improve the degree of instruction alignments in Arts and Humanities learning area.
4.It depends on the usage of textbook, whether or not teachers’ instructions cannot be completed because the cognition and usage of textbooks do not affect these alignments below: assessment and instruction, assessment and competence indicators; and also the tendency of instruction strategies.
5.On the whole, they have the clear correlations in matching elements among of the textbook alignment.
The research indicates that the Ministry of Education should face the predicament of lacking teachers in the whole country. Schools should pay more attention to seminars and community career reflections in the curriculum alignment. Teachers should concern the content of textbooks and develop varied instruction activities. Finally, the author suggests that future researchers can engage the correlative researches to establish the foundation of curriculum alignment.
Keywords: textbooks, alignment, competence indicators, Arts and humanities learning area.
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