運用UbD設計國中健康體位課程之行動研究

Abstract

本研究旨在運用UbD發展一個完整的國中健康體位課程模組，幫助教學者釐清課程的學習目標並設計有效評量以及了解教師運用UbD模式設計課程的優點與挑戰。為達上述目的，本研究以彩虹國中（化名）九年級兩個班級55位學生為課程實施對象，進行兩階段循環的行動研究，先透過文獻探討瞭解如何運用UbD模式，再以此為基礎設計為期六週的UbD健康體位課程並記錄設計歷程。本研究課程實施期間為107年10月底至12月中，並於課程實施期間蒐集教學者的教學省思札記、課程實施後修改課程的過程記錄、學生的學習評量成果以及UbD課程評鑑等資料進行分析。本研究結果如下：一、UbD可協助教學者釐清課程的學習目標並設計有效評量。二、教師在運用UbD模式設計課程的優點為幫助教師釐清課程的學習目標、掌握教學流程並能快速校準教學與課程，使課程聚焦在重要概念，將目標、評量、活動相連結，提升教學效能；挑戰則是對UbD課程要素定義及國家課程綱要不熟悉、UbD架構對單元課程設計的限制以及要避免以教學者為中心的設計。根據上述研究結果，研究者提出了一些建議提供給未來想嘗試UbD的教師課程設計與教學參考。The purpose of the study is to develop fitness courses in junior high school which are designed by UbD, an action research method, to see what benefits and challenges result and if UbD helps teachers to clarify the purposes of the courses and to design effective assessments. To reach the goal, the researcher has developed the UbD fitness courses for ninth grade students. Two classes took the courses in Rainbow junior high school once a week for 6 weeks. The researcher collected materials including design notes and revisions, teaching notes, assessments such us work sheets, homework, and presentations. The results are generalized as follows: First, UbD can help teachers clarify the overall purpose of the courses and design effective assessments. Second, UbD makes the classes focus on big ideas and connect with the overall purpose, assessments, and activities. It helps teachers modify the course quickly and raise the teaching efficiency. Third, the challenge of designing courses by UbD is understanding the definitions and meanings of the terms in a short amount of time. And the limited understanding of the curriculum guidelines is the disadvantage of finding the overall purpose of the courses. Also, there are some limits for lesson design by UbD structure . Last, we should avoid to be teacher-center design. In the research conclusions, the researcher provides some suggestions for those who want to try UbD in the future.