公民行動取向「學習權」議題之課程實施歷程與成效 : 以「上學礙.愛上學」方案為例

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Title:	公民行動取向「學習權」議題之課程實施歷程與成效 : 以「上學礙.愛上學」方案為例
Other Titles:	The effects of implementing the curriculum of learning rights based on citizen action approach : taking the program of "Don't Take Accessing Schooling for Granted" as an example
Authors:	周嘉芬;Chou, Chia-Fen
Contributors:	淡江大學課程與教學研究所碩士在職專班陳麗華;Chen, Li-Hua
Keywords:	公民行動取向;學習權;公民行動;Citizen Action orientation;learning rights;citizen action
Date:	2017
Issue Date:	2018-08-03 14:39:04 (UTC+8)
Abstract:	本研究旨在探討國小中年級學童接受公民行動取向「學習權」議題之課程「上學礙．愛上學」方案的課程實施歷程、遭遇的困境及解決方法；分析學童在課程方案實施後的學習成效；深究教師在教學方案實施過程中的教學省思與成長。本研究採行動研究法，以研究者任職的新北市小樹國民小學三年甲班學童為研究對象，進行26節課的教學活動。研究者以公民行動取向課程設計模式之精神，透過覺知關懷、探究增能、公民行動三個層面的教學活動，帶領學童以多元方式認識學習權，並透過定格劇體驗、小小記者和園遊會的義賣勸募活動，在生活中展現公民行動。本研究以自編之國小中年級公民行動取向全球觀量表、學生訪談、學生作品、學習單、教學省思等方式蒐集資料。研究結果顯示：一、在課程實施歷程方面 (一)此方案以學習者為中心，教學策略多樣化，學生課堂參與度高，師生互動默契佳。 (二)此方案重視學生情意層面的展現，並在教師的接納引導下，學生產生關懷的情感，進而促成公民行動。 (三)此方案凸顯公民行動層面，強調實際付諸行動，激發學生的參與意願。二、在學生學習成效方面 (一)學生在覺知關懷、探究增能、公民行動三層面有顯著的學習成效。 (二)學生經由實際參與行動，進而強化公民行動能力。由以上結果得知：學生經由學習權課程「上學礙．愛上學」教學方案的實施，能提升其全球議題探究的能力，體認身為全球公民的責任，並能以具體行動而努力，達成公民行動取向「高學習」與「高服務」的服務學習精神，並實踐「公民行動」的最終教學目標。最後，根據上述研究結果，分別向實施全球議題課程者、教學方案設計與實施者，以及未來研究者分別提出相關建議，以供參考。 The purpose of this study was to explore the process, experience and solution of the program of "Don’t Take Accessing Schooling for Granted", which were adopted by the third graders in elementary school about the citizen action orientation of "Learning Rights". Moreover, the researcher analyzed the learning effects after the implementation of the curriculum program and examined the teacher''s teaching reflection and growth during the process of implementation of the curriculum. The study was presented as an action study; the researcher took the third grade students as the research subjects from Xiao-su elementary school in Xinbei City, and the researcher carried out 26 classes in teaching activities. The researcher took the spirit of citizen action orientation curriculum design model by the teaching activities of three aspects- the awareness of care, exploring enrichment, and citizen action in order to lead students understand the learning rights in a variety of ways; through the drama experience, younger journalists and the charity selling from the school fair to show their citizen action in life. The data collection were self-made global view scales for the mid-grade students in elementary school, student interviews, student works, worksheets, teaching reflections and so on. The findings of the research were the following: A. In terms of the process of the curriculum implementation 1. This program was learner-centered; teaching strategies were various; high student participations, good interaction and tacit understanding between the teacher and students. 2. This program put emphasis on students'' emotional presentation. With the teacher''s guidance, students generated caring emotions in order to achieve the citizen action. 3. This program highlighted the aspect of citizen action; emphasizing real practical action to stimulate students'' willingness to participate. B. In terms of the student learning effects 1. Students had significant learning effects in three aspects-the awareness of care, exploring enrichment and citizen action. 2. Students could reinforce their abilities of citizen action through real practical action. It was clear from the above that students enhanced the ability of exploring global issues by the learning rights program "Don''t Take Accessing Schooling for Granted" of the implementation of teaching curriculum; recognizing the responsibility of being a global citizen and strove with concrete actions. In order to achieve the citizen action orientation serving and learning spirit in "high learning" and "high service", students could implement "Citizen Action" as the ultimate goal in teaching. As a result, according to the findings, the researcher respectively provided several suggestions to the educators of implementing global issues, educators of designing and implementing teaching programs, and future researchers for reference.
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