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博碩士論文: 楊梅鎮鄉土教材實施現況及其問題之探討

  • 作者:楊文森(研究生)、WEN-SEN YANG(研究生)
  • 其他作者:張美玉博士(指導教授)、周淑卿博士(指導教授)
  • 語文:中文
  • 出版者:國立新竹師範學院
  • 系所名稱:課程與教學碩士班
  • 學位類別:碩士
  • 出版日期:2002
  • 畢業學年度:90
  • 頁數:178
      • 關鍵詞:本土化、社會學習領域、融入、教材檢視、鄉土教材、indigenization、the social learning field、merged into、teaching materials evaluation、homeland materials
      • 城市:桃園縣
      • 地點:楊梅鎮

      摘要:

      本研究旨在了解楊梅鎮目前國民小學鄉土教材融入社會學習領域的情形及未來在九年一貫課程中架構的呈現方式。研究對象為桃園縣楊梅鎮三所國小擔任鄉土教材編輯及鄉土教學的老師共45名、三所學校各一班三年級學生共96名,透過問卷調查、觀察、訪談及收集文件、檔案等方法來檢視本鎮中心學校所編輯的鄉土教材,蒐集相關意見及資料,整理後以呈現出未來在九年一貫課程融入社會學習領域下較可行的架構。其研究結果顯示: 一、所使用的教材內容符合一般學童生活所需,但對課程內容的編排設計上需符合兒童學習興趣。 二、教材融入到社會學習領域及其它領域中實施是未來的發展方向。 三、教學活動的設計需提昇到更高層的社會行動、情意等層面;也唯有如此,才能化作具體的行動。 四、實施的途徑不可表面性的照課表實施或依教師的喜愛性教學,而需依課程的需求作轉化後實施;這也證明教師專業知能提昇的重要性。 五、目前在實施鄉土教育上的部份困境急待解決,這些解決之道有發揮教師專業知能、以多元角度及觀念反省和解決現有問題,教學資源中心的設立等。 六、為使鄉土教材更具傳承及學習價值,教材編輯需要以更多在地者觀點來作教材內容的論述。 七、鄉土教育的發展策略宜兼顧數個層面,包括:課程融入時的架構、學生的需求、鄉土特色的具體呈現等,以免顧此失彼,兩面都不討好。 此外,本研究也針對上述的研究結論作成建議,文末並針對實務應用與未來之研究方向提出具體之建議。
      The purpose of this research is to realize how is the homeland materials merged into the Social Learning Field presently in the elementary schools of Yang-mei Town and the ways how it will present in the structure of the Nine-year Integrated Curriculum in the future. The people of this research are the forty-five teachers who edit and teach the homeland materials in the three elementary schools of Yang-mei Town in Taoyuan County. The students in this research, totalling ninety-six, are third-grade class. We inspect the homeland materials of the central schools in our town through questionnaire survey, observation, interviews, collecting documents and files. After handling the related opinions and data we collected, we try to let it present more practical structure which we can merge the homeland materials into the Social Learning Field in the Nine-year Integrated Curriculum of the future. The conclusion of this research shows that: Ⅰ﹑The materials’ contents we use accord with the general students’ needs in their life, but the arrangement of the courses’ contents have to accord with the students’ learning interests. Ⅱ﹑It is the future development direction to merge the materials into the Social Learning Field and other ones. Ⅲ﹑The design of the teaching activities must be promoted into higher social actions and affections. Only doing this can we make it become concrete actions. Ⅳ﹑The ways to carry it out can’t be according to class schedules superficially or teaching by teachers’ interests. It needs to be implemented by the change of the courses’ needs. This also proves the importance of the promotion of the teachers’ professional knowledge. Ⅴ﹑To put homeland education into practice presently, there are several problems need to be solved urgently. These solutions include to bring the teachers’ professional knowledge into full play, to introspect and solve the present problems with diverse respects and ideas, the establishment of the teaching resource center, etc. Ⅵ﹑In order to let the homeland materials have more descending and learning values, the edition of the materials needs to be used more local viewpoints as the considerations of the materials’ contents. Ⅶ、Lest it will take one thing into consideration but neglect the other one, not good for both sides, the development strategies of the homeland education should consider several respects including the courses’ structures when it is merged into the homeland education , the students’ needs and the concrete presentation in the homeland’s features. Furthermore, we have made several suggestions according to the above research conclusion. In the end of this article, we propose several concrete suggestions to the practical application and the direction of the future research.

      目錄:

      第一章 緒論
      第一節 研究背景與研究動機--------------------------------------------------1
      第二節 研究目的與待答問題--------------------------------------------------3
      第三節 研究範圍-----------------------------------------------------------------5
      第四節 重要名詞釋義-----------------------------------------------------------6
      第五節 研究限制-----------------------------------------------------------------8
      第二章 文獻探討
      第一節 鄉土教育之概念與內涵-----------------------------------------------9
      第二節 鄉土教材融入社會領域的源起與理論-----------------------------24
      第三節 鄉土教育實施之回顧與現況-----------------------------------------46
      第四節 國小鄉土教育之相關研究--------------------------------------------53
      第三章 研究設計
      第一節 研究架構----------------------------------------------------------------59
      第二節 研究對象----------------------------------------------------------------61
      第三節 研究方法----------------------------------------------------------------63
      第四節 研究工具----------------------------------------------------------------69
      第四章 結果與討論
      第一節 分析本鄉鎮目前三年級所使用的鄉土教材----------------------73
      第二節 探討目前鄉土教學活動實施情形---------------------------------102
      第三節 鄉土教材融入社會學習領域的探討------------------------------121
      第五章 結論與建議
      第一節 結論---------------------------------------------------------------------132
      第二節 建議---------------------------------------------------------------------137
      參考文獻
      一、中文部份---------------------------------------------------------------------141
      二、英文部份---------------------------------------------------------------------146
      附 錄
      一、觀察紀錄表、訪談時間表------------------------------------------------148
      二、教師及學生問卷-國小鄉土教育學習現況調查表------------------150
      三、行政人員訪談大綱---------------------------------------------------------155
      四、教師訪談大綱---------------------------------------------------------------156
      五、學生訪談大綱---------------------------------------------------------------157
      六、桃園縣國小鄉土教育學習現況調查表(專家用-教師問卷)---------158
      七、國小鄉土教育學習現況調查表(專家用-學生問卷)----------------163
      八、行政人員(教師)訪談紀錄表----------------------------------------------165
      九、學生訪談紀錄表------------------------------------------------------------166
      十、教授道鑒(請求建立專家效度用函)-------------------------------------167
      十一、編輯人員訪談紀錄內容------------------------------------------------168
      十二、行政人員(主任)訪談紀錄內容----------------------------------------170
      十三、教師訪談紀錄內容------------------------------------------------------172
      十四、學生訪談紀錄內容------------------------------------------------------176