國小社會領域運用學習共同體理念進行學習者中心課程教學之行動研究——以新竹縣社會領域校本實踐團隊學校為例

Student-centered Approach via the Concept of Learning Community Action Research: A Pratical Teaching Approach of Social Studies in Elementary School by School Curriculum Teams in Hsinchu County

本研究旨在探討新竹縣國小社會領域輔導團與校本實踐學校教師透過共備、觀、議課機制，在清溪國小、山峰國小及竹城國小三所學校實施以學習者中心設計課程教學，並融入概念構圖理論，以探究、合作與表達的學習共同體模式深化學習，希望將此有效學習模式推展於本縣偏鄉國小，改善目前教學實務上所面臨的困境以及實踐輔導團員提供到校輔導教學之專業行動力。本研究有五大發現：一、學習者中心模式可提升學生分組合作學習的能力與態度。二、給予學生充分自主學習時間，才能看見互助共學的課堂風景。三、課程採取「同課異授」模式，需顧及學生學習差異和學校區域情境不同做調整。四、教師做適切的提問和引導，能讓學生熟練運用概念構圖的方法。五、建立教師的跨校共學社群，提升其專業知能。

The research is to investigate the mechanism about co-preparation, observation, and discussion of curriculum. The school-based curriculum is put into practice by Primary School Social Studies Counseling Group in Hsinchu County. In Chingxi, Shanfeng, and Chucheng Elementary School, counselors implement student-centered teaching and integrate concept mapping into lessons. It can enrich the co-learning mode of discussion, cooperation and communication. Hopefully, the effective learning mode can be promoted to schools in rural areas in Hsinchu County. Moreover, it can improve the difficulties of teaching and provide professional actions of teaching counsel to schools.
Conclusion of the plan: (1) It cultivates student's abilities and attitudes of cooperation. (2) Students could cooperate with each other while they have enough time of learning autonomy. (3) The differentiated teaching can meet students' and schools' various needs. (4) Teachers should offer appropriate guide to let students be familiar with concept mapping. (5) Establish teacher community among schools can promote teachers' profession.