梅林國小學校本位課程整合規劃與運作之行動研究－－以「教材內容」與「教學活動」為例

An action research on school-based activity curriculum: Its planning and practice in Mai-lin elementary school

這是一項在梅林國小發展學校本位課程可行性的研究。它聚焦在綜合活動課程和不同學習領域的整合。這項研究過程中使用的研究方法如：參與觀察、訪談、文件分析和問卷。 本研究的結論如下： 1.學校本位活動課程的計畫在梅林國小是可行的。研究者嘗試刪除教材重疊部分並整合課程單元、教學內容及學校行事活動，以便編輯適合學生使用的綜合活動課本。 2.研究者採用協同教學策略來整合教學活動。在協同教學前，透過前測將一年級學生分組並且安排教師實施協同教學，結果顯示教師更習慣協同教學。 3.自編綜合活動教材能幫助教師更清楚的瞭解教學目標，並且幫助教師知道教些什麼。 4.自編綜合活動教材能幫助學生知道要學什麼，因為課本能滿足學生的需要，並幫助程度落後的學生表現出比較強的學習動機及正向行為。

The main purpose of this study was to explore the feasibility of school-based curriculum development in Mai-lin elementary school. It focused on the integration of curriculum and activity in terms of different learning fields. The research methods such as participation observation, interview, document analysis and questionnaire were used in this study. The conclusion of this study were. shown as follows: 1. The planning of school-based activity curriculum m Mai-lin elementary school was feasible. The researchers tried to delete the overlap materials and integrated the teaching units, teaching materials and school agenda so as to compile an activity textbook for students in that school. 2. The researchers used team teaching strategy to integrate the teaching activities. Before team teaching, the pre-tests were taken to group the first-grade students and then the teachers were arranged to teach students phonetics with teamwork. The results showed that teachers were more accustomed to team teaching than before. 3. The self-compiled activity textbook helped teachers identify the teaching objectives more clearly and helped the teachers know what to "teach". 4. The self-compiled activity textbook helped the student know what to "learn". In addition, the textbook could inspire underachievement students to have stronger motivation in their learning and could help shape their behavior because it met the needs of students.