从自主性学习的教育核心价值.docVIP

從教育核心省思課程教學教育核心Reflection on Teaching Practice of the Integrated Activity Curriculum from the Core value of Automatic Learning Abstract The purpose of this research was to explore the contents and strategies of automatic learning, and to study whether the contents and strategies of automatic learning were carried out in the elementary school participated in this study. By using qualitative research approach, the methods involved in this case study included reviewing literature, document analysis, observation and semi-constructed interview with teachers and students. Based on literature review and data analysis, several concluding marks were obtained as follows. The contents of automatic learning were “student subjectivity”, “multiple routes”, “learning whit purpose and multiple choice”. The strategies were “showing valued learning contents”, “forming positive learning-environment”, ”designing meaningful and multiple-intelligence activities”, ”extensions of learning space and learning time”, ” appreciating the learning process of individual student”. The meaning of automatic learning couldn’t be most represented in the case school. The middle grade had better ability to manage their behaviors than the low grade, so the middle grade had represented the meaning of automatic learning more than the low grade. Finally, based on the results of this study, several suggestions were made to the participant school, administrators, and future research. Keywords: Integrated Activity Curriculum, Educational Core Value, Automatic Learning 從「自主性學習」的教育核心省思課程教學Connell,1980）。換句話說，Dewey非常強調教育過程中兒童的「自主」。 為了符合兒童在教育過程自主的核心價值，進步主義學者Kilpatrick推出「設計教學法」（the project method），以學生為中心及活動為本位，給予學生自發活動的學習機會，使他們自己計畫、自己練習實際的動作，幫助學生解決日常疑難，提供學生實踐的場域（高強華，2002）。此外，進步教育家Neill認為在教育的過程中應提供學生運用自由的空間和時間，進而培養與自由相隨的責任感（盧美貴，1990），而這些主張Neill皆在其主持的英國夏山學校予以實踐，並形成舉世皆知的重大影響與好評。從上可知「自主性學習」是活動課程的教育核心從省思課程教學教育核心參、研究方法、研究時間與研究資料蒐集策略 一、研究方法 本研究依據前述研究目的，唯有採用質性研究的方法方能進一步探索和深入了解，故本研究將以單一個案為研究對象，採用質性研究方法中的現場觀察、半結構式訪談及文件蒐集分析