以學校本位課程發展原則檢視一所國中的感恩教育課程

Abstract

本研究旨在檢視臺北市某國中綜合領域感恩教育課程，符合學校本位課程發展原則的情形，並分析學生的學習成效以及師生對感恩教育課程之評價，以作為未來課程發展之參考。本研究採質性研究取向，透過訪談及文件分析，回溯課程設計的初衷及發展歷程，再以學生及家長問卷了解學習成效及感恩行動力的改變。本研究獲得研究結果如下：一、透過學校本位課程原則檢視感恩教育課程，分析課程優點為學校行政建構完整的總體課程理念架構並提供各領域彈性自主的課程設計權限，提供教師高度支持。領域教師擁有主題課程設計經驗，教師專業對話順暢，有利於課程發展。社區資源豐富，家長熱心投入並持續提供教學相關支持。二、感恩教育課程實施，有助於提升學生對感恩教育的意義與理解，進而觸動內心的情感表達，增進感恩對象的覺察，但感恩行動力尚待提升。三、師生對感恩教育課程給予高度評價，認為主題設計具有意義性、有效提升學生學習興趣，以楷模學習方式有助於學生情感表達，提供師生專業及個人成長。 依據研究結果，針對感恩教育課程建議如下： 一、落實活動課程化的思考設計，以全體學生之學習成效為目標，確切讓每位學 生能習得感恩，並鼓勵將感恩教育融入全校性課程或活動，提供學生更多的 學習機會，讓感恩教育生活化。 二、運用檔案建置及課程資訊包的建立，提供新進教師對於課程的理解。 三、以概念本位課程設計作為主題及課程設計的調整，並落實教案撰寫有助於學 習成效評量的對應。 四、調整課程形式，提高全體學生參與度。 五、提供服務資訊平台，增加學生感恩行動自主性。 關鍵字：學校本位課程、特色課程、感恩教育

The study aims to examine the gratitude education program in Integrative activities learning area was compatible with the guidelines of the school-based curriculum development of a junior high school in Taipei city, and to analyze the learning effectiveness and the feedback toward this program from teachers and students. The findings are regarded as references and provide useful suggestions for the future curriculum development.Qualitative research design was used in the study. The data collection was consisted of interviews, document analysis, overviewing on the intention of the curriculum development and on the process of curriculum development. Then, questionnaires were given to the students and the parents to investigate the effectiveness of students’ learning and the changes on students’ gratitude behavior, followed by further analysis and interpretation. The results of the study are presented as follows:1.To look into the gratitude education program through the guidelines of a school-based curriculum entails the advantages of the program not only to construct a complete overall curriculum concept framework for school administration but also to provide the permission of flexible and independent curriculum mapping in various fields. These advantages support teachers strongly. Teachers have not only many years of plentiful experience in theme curriculum mapping but also smooth professional communication and interaction with each other, and their social networks work exactly well. The abundant community resources, the enthusiastic participation of parents, and the continuous provision of funds support the good operation and development of this program.2.The implementation of gratitude education will help to improve students' understanding of gratitude education meaning. Further, it also encourages students to express their inner emotions and enhances their awareness of the object of gratitude. However, the gratitude behavior needs to be improved. 3.Teachers and students speak highly of the gratitude education curriculum, believing that the theme design is meaningful and can effectively raise students' interest in learning. Model learning helps students express their emotions, and it also has teachers and studentshave professional and personal growth.According to the results of the study, the curriculum suggestions for gratitude education are presented below：1.Aiming at the learning effectiveness of all students, implement the mapping of curriculum-based activities and exactly have each student learn gratitude. Also, encourage the integration of gratitude education into the curriculum or activities for whole school to provide more learning opportunities and to make gratitude education blend in life.2.Provide fresh teachers with an understanding of the curriculum through curriculum information establishment and file base building.3.Take concept-based curriculum mapping as the theme and as the adjustment of curriculum mapping, and reliably prepare lesson plans to be helpful for learning effectiveness assessment.4.Adjust the curriculum form to raise the participation of whole students.5.Provide a platform offering service information to increase students’ willingness of gratitude behavior.Keywords: school-based curriculum, featured curriculum, gratitude education