社區資源活化創意課程之行動研究

Abstract

本研究主要是認識及運用「社區資源」，融入學生學習「活化創意課程」。透過行動研究探討社區資源運用於活化課程教學之實施成效。觀之教育的宗旨，九年一貫課程是希望培養孩子「帶得走」的能力，而不是「背不動」的書包，進而十二年國教核心素養強調的實踐力。因此每當在思考要給孩子什麼的時候，希望運用社區資源為教學注入多點實作體驗「活化創意課程」。如此將學習的觸角延伸至教室以外的空間、學習的對象擴展至人以外的事物，這樣的學習歷程才能夠培養出學生多元的素養能力，而這些素養能力將會伴隨著孩子通過未來種種的考驗與挑戰，因此培養學生「帶得走的能力」及實踐力的「核心素養」，正是我們不斷努力從事的希望工程。本研究利用行動研究的方式，運用慈祐宮一年一度為傳承文化舉辦花燈展覽活動為主，及申辦教育局結合社區資源推動傳統、創新及國際教育活化創意課程活動為輔，鼓勵學生踴躍參加。除了讓學生參與社區文化活動，認識自己生活環境的在地文化，體會在地文化與生活的關係。同時將視野延伸到對國際文化的認識與賞析，進而養成關懷與尊重之情懷與素養。This research mainly focuses on understanding and utilizing community resources, as well as how to incorporate the resources into the “revitalized creativity curriculum”. Through action research, the effectiveness of utilizing community resources on revitalizing curriculum is also examined.Observing from the purposes of the nine-year compulsory education and the twelve-year basic education, the former is to equip children with transferrable skills rather than examination skills; the latter emphasizes practical skills among the other core competencies. Therefore, when considering what to offer for students, it is hoped that community resources could be utilized so as to incorporate hands-on experience, “revitalizing” the creativity curriculum. Through this way, the learning can be extended to outside of classrooms, and students will learn from various sources as opposed to only from people. This learning process gives students diverse competencies, which helps them overcome various challenges in the future. Accordingly, developing students’ transferrable skills and practical skills (core competencies) is our continuous effort.Through action research, students are encouraged to participate in Ciyou Temple’s annual lantern festival which aims at cultural inheritance, supplemented by the Department of Education’s revitalized creativity curriculum which is integrated with community resources to promote tradition, innovation and international education. In addition to the opportunity to engage in community cultural activities through which students can get acquainted with the beauty of their local culture and the interaction between the culture and environment, students can also extend their horizons to include the knowledge and appreciation of international cultures. This in turn develops competencies that enable students to show care and respect.