生活課程教學方案發展：一個國小二年級班級之實踐探究

Developing and Implementing a Teaching Project of the Life Curriculum: A Study in the Second Grade Classroom

本研究為基隆市一個國小二年級的教室協同行動研究方案，班級中共有33位學生。本研究的主要目的在於藉由生活課程教學方案的發展與實踐，提升班上所有學生（包括五位特殊學生）的表達、溝通以及合作的能力。依循生活課程「統整課程」設計與實踐的三大準則：「以兒童為學習的主體」、「培養兒童的生活能力」、「拓展兒童對人、事、物多面向的意義」，本研究群以學童在地經驗為主軸，發展出「海洋嘉年華」主題課程。研究中除了呈現教師教學方案的發展與教學實踐的心得以及驗證生活課程的特性之外，並指出生活課程因為尊重與看見學生發展及學習的個別差異，不但能提升學生在互助合作、多種表達能力，以及相關知識的能力，更有助於達成特殊學生在普通班發揮潛能且能與同儕順利互動學習的融合教育目標。

Due to the coming of digital age, people’s lifestyles have significantly changed. The changes further stimulate the new wave of learning revolution. The emergence of Massive Open Online Course (MOOCs) and the ‘Flipped Classroom’ signifies how curriculum design and teaching methods are transformed in the digital age. The place for learning is not limited to the classroom. Although the concept of the ‘Flipped Classroom’ is flourishing, people seldom reflect on the critical issues it poses. In this article, the author first discusses the significance of the ‘Flipped Classroom’ in the development history of curriculum and instruction. Second, the author investigates how the ‘Flipped Classroom’ could be a turning point for implementing the ideal ‘Empowering Classroom’ that is proposed in critical pedagogy. Finally, the author critically reflects on how the implementation of the ‘Flipped Classroom’ could be either a way for democratic education or a mechanism for pursuing standardized education.