國小實施跨年級教學課程模式與教學策略探究

Curriculum Models and Teaching Strategies of Multi-Grade Instruction in Elementary Schools

臺灣少子化趨勢下，小規模學校數量日漸增加，尋覓更適合的班級組織、課程模式與與學習方法以支持學生有效學習是教育人員的當務之急。跨年級教學則是其中一種策略，亦是國際上普遍運用的型態。臺灣已有些許小校開始試辦跨年級教學，多從弱結構順序學科如藝術相關等課程著手。基於上述背景下，本研究旨在探究國內國小如何設計藝術等課程相關的跨年級教學，以因應偏鄉小校學生學習需求。為達成上述目的，採取訪談、觀察與文件分析等進行之。本研究提出結論如下：一、跨年級教學下藝術相關課程模式常採類似螺旋式主題設計合班教學；二、在教學策略上，跨年級教室中逐漸重視差異化表現標準、小老師制度與教師分工任務；三、從實施跨年級教學的教師立場提出經驗觀點。根據上述結論並提出數項建議。

As Taiwan faces a declining birth rate, the number of small-scale schools is gradually increasing. Finding more suitable classroom structures, curriculum patterns, and learning methods to support effective student learning has become an urgent priority for educators. Multi-grade instruction is one of the strategies in this context and is also a widely adopted approach internationally. In Taiwan, some small schools have started piloting multi-grade instruction, often beginning with subjects such as arts that have more flexible structures. The main purpose of this study is to investigate foundational curriculum model and instructional strategies of art related teachers applying in multi-grade classrooms in Taiwan. In order to complete the purposes, the multi-methods are conducted, including literature analysis, interview, observation, document analysis and so on. The conclusions of this study are as follows: Firstly, under multi-grade instruction, art-related curriculum models often adopt approaches similar to spiral-themed design. Secondly, in terms of teaching strategies, multi-grade instructions are gradually emphasizing differentiated performance standards, the peer mentoring system, and teacher task division. Thirdly, from the perspective of teachers involved in implementing multi-grade instruction, experiential viewpoints are presented. Based on the above conclusions, several suggestions are provided to teachers preparing to implement multi-grade instruction.