香港小学常识科跨学科课程研究理念与实践-香港教师会.PDF

香港小學常識科跨學科課程研究：理念與實踐 羅天佑 鄭雅儀 香港教育學院 二零零零年，香港課程發展議會發表教育改革諮詢文件，重申跨學科課程對於 學童在整全性知識發展方面的作用。事實上，小學常識科作為一個跨學科課程已推行了 五年。教師對於這種課程的理念、認識及實踐，對課程改革的進一步發展，實在有其參 考值。本文以問卷調查為工具，用定量分析研究教師對跨學科課程的認知程度及實施情 況，以探討學科統整改革的正確路向。 A Study of the Hong Kong Primary General Studies As An Integrated Curriculum: Theory and Practice In 2000, the Hong Kong Curriculum Development Council published the consultation document on educational reform, re-affirming the role played by integrated curriculum in the holistic development of the pupils. In fact, General Studies, as an integrated curriculum, has been implemented for five years. Teachers’ perception, knowledge, and practice of such integrated curriculum would definitely have referential and revelatory values for the further development in curriculum. This paper adopts a quantitative approach with the use of questionnaire survey as an instrument to analyse teachers’ perception, knowledge, and practice of integrated curriculum for the sake of charting the proper course for its future development. 1 一、引言 （一）跨學科課程及常識科的定義 在二○○○年發佈的香港教育制度改革建議文件中，學校本位的「整合性學習」課程設計 成為改革的重要議題。其目的在透過統整教學內容和學生經驗，將課程從以往的科本學習重新設 計為一個科際整合課程，使學生能理解和聯繫那些各自分立的學科知識。雖然本港中小學早已有 科際整合課程實施的經驗，例如一九九六年推行的小學常識科，便是整合了社會、科學及健康教 育三科成一個科際整合課程。但是，那些長久習於分科授課的