摘要

本研究提出興趣驅動之「提問式主題」模式，結合K-W-L模式與閱讀理解策略。此模式分為「探奇」、「述感」與「思辨」三階段。我們基於此模式發展平台，並在教育現場實踐，進行一學期的活動，包括知識性與非知識性主題活動共四次，共有國小四年級109名學生參與；透過平台收集學生的想法與寫作成品，並實施閱讀理解測驗前、後測。結果顯示：（1）非知識性主題較知識性主題引發學生更多想法，但知識性主題能促使學生產生更多關於主題內容的想法；（2）此模式對高、中、低能力學生的閱讀理解皆有所助益；（3）在模式中，閱讀理解、產生想法與寫作表現三者呈高度正相關。而知識性主題對高能力學生產生想法與寫作字數有幫助。本研究亦針對此模式、後續工作提出建議。

關鍵詞：興趣驅動閱讀；主題閱讀；閱讀理解策略；K-W-L

Abstract

This study proposed an interest-driven theme-based enquiry reading model which incorporated K-W-L model and reading comprehension strategies. In this model, students could read and acquire knowledge from several articles related to the same theme but with different disciplines. This model consisted of three stages: triggering interest in reading theme-based articles, immersing interest via group discussion, and extending interest by new topic exploration. The participants were 109 Grade 4 students. Results showed that: (a) students generated more ideas in triggering stage than in immersing stage; (b) students generated more ideas for articles with knowledgeable theme than those without; (c) regardless of articles with or without knowledgeable theme, students of different reading ability (high, medium, low) also generated less ideas in immersing stage than in triggering stage. Finally, the effect of this model on reading, discussion, writing, and deep learning was discussed.

Keywords: interest-driven reading; theme-based reading; reading comprehension strategy; K-W-L

摘要

閱讀是一切學習的主要基礎。兒童可藉由閱讀吸取知識、促進學習與成長。本研究以台灣南部某國小兩班五年級學生為研究對象，進行「童書結合全語言閱讀教學與鷹架學習概念」融入國語文課程的教學實驗，一班為「實驗組」，另一班為「對照組」。研究發現：（1）教學實驗後兩組間國語文閱讀理解能力與閱讀動機有顯著差異；（2）教學實驗前、後「實驗組」本身國語文閱讀理解能力與閱讀動機有顯著差異；（3）「實驗組」學生喜歡教師的課堂活動安排；（4）「實驗組」學生的閱讀行為變得主動積極，喜歡閱讀故事書。本研究結果期能為國小教師、專家、學者，提供對童書結合全語言閱讀教學與鷹架學習概念融入國語文課程的參考。

關鍵詞：閱讀教學；國語文教學；全語言教學；鷹架學習；童書運用

Abstract

Reading is fundamental to language learning. Children can also acquire knowledge through reading. This study aimed to explore the effect of integrating children literature with whole language reading strategies and the scaffolding concept into Chinese reading classes on Taiwanese students’ learning motivation and attitudes. Two teachers who teach Grade 5 students agreed to participate in this study. One class of 31 students received the experimental study and was the experimental group whereas another class of 32 students served as the control group. There are four findings: (1) significant differences existed between the experimental and control group in reading comprehension proficiency and learning motivation; (2) students’ reading comprehension proficiency and learning motivation in the experimental group significantly increased; (3) students in the experimental group enjoyed the teacher’s class arrangement; and (4) students in the experimental group became more active and enjoyed reading books after the study. This study helps elementary teachers, educators, and specialists develop an understanding of the possibility of implementing children literature, whole language reading strategies, and the scaffolding concept into Taiwan’s elementary Chinese reading classes.

Keywords: reading instruction; language teaching; whole language; scaffolding learning; children literature

摘要

本研究以活動理論探究14位國小師資生在數學課程轉化社群運作時，於分工、規則與工具等中介物出現的擾動現象，因擾動形成的阻力，以及因應阻力形成助力的策略。資料分析是以會議對話、觀察日誌、課程教案與反思心得為依據。研究發現社群運作產生三個擾動現象：在分工面向上無法以「拼圖式」合作完成共識；在規則面向上無法針對社群形塑的「公約式」規範達成共識；在工具面向上對會議功能見解不同。研究者進一步分析擾動現象背後的阻力，進而思考化阻力為助力的策略：在分工面向，以示範取代開放、以反駁取代提問、以盡力取代應付；在規則面向，以認同取代責任；在工具面向，以專注取代外務、以平等取代學歷、以回顧鏡取代反思。

關鍵詞：中介物；活動理論；師資生；課程轉化；擾動

Abstract

This study drew on Activity Theory to study the “mathematics curriculum transformation learning community” established by 14 elementary school pre-service teachers. It focused on studying the disturbance phenomenon experienced from the three mediating artefacts — division of labor, rules, and instruments — during the process of the mathematics curriculum transformation, the resistances caused by the disturbances, and the formation of assisting strategies in response to the resistances. The researcher analyzed data collected from dialogic corpora of meetings, field observation data, curriculum teaching plan, and reflective data. Three disturbance phenomena in operation of the learning community were found: (a) from the “division of labor” perspective, members of the learning community were unsuccessful in cooperating as a “jigsaw” to reach consensus on how to complete the curriculum transformation task; (b) from the “rules” perspective, members were unable to reach consensus on establishing a “conventional” norm for the learning community; (c) from the “instruments” perspective, members were diverged on the “function” of meeting. The researcher further analyzed the varying resistances aroused by the three different disturbances, and looked for ways to turn a stumbling block into a stepping stone: in the “division of labor” perspective, substituting “demonstration” for “liberty,” “refutation” for “questions,” “persistence” for “negligence”; in the “rules” perspective, substituting “identification” for “responsibility”; in the “instruments” perspective, substituting “concentration” for “distraction,” “equality” for “prejudice,” and “mirror” for “reflection” — ultimately turning resistances into assistances.

Keywords: mediating artefact; Activity Theory; elementary school pre-service teachers; curriculum transformation; disturbance

摘要

近年來，隨着十二年國民義務教育的實施，學生在各教育階段的學習成績都受到關注，尤其是國民小學（下稱國小）學生的數學科教育更受到教育當局、學校機關及家長重視。傳統根深柢固的觀念認為，數學科學習成效屬於國家教育的重要議題，要從加強學生本身的學習態度着手，才能有效促進數學科的學習成效。此外，無線網路發達促使國小學生網路學習社群的發展，然而這些社群除了提供各種數學補救教學平台或是大專生偏鄉遠距課輔學習活動外，仍需注意其中介影響效果，以利提升學生的數學科學習成效。研究顯示，國小學生的學習認知、情感認知及反應行為有助提升數學科的學習成效，因為在網路學習社群的影響下，愈正確的學習認知，正向影響國小學生數學科學習成效的程度亦會愈高。此外，網路學習社群對於學習態度與數學科學習成效具有正向的部分中介效果。因此，本研究針對台灣台南市國小學生的數學科學習成效進行研究，期盼相關單位或機關能重視研究的建議，據以改善國小學生的學習態度，以提高數學科學習成效。

關鍵詞：學習態度；網路學習社群；數學科學習成效；國小教育

Abstract

This study, conducted in 2014, aimed to explore web-based learning community as a mediator between learning attitude and learning achievement of mathematics in primary education institutions. The effective sample included 309 students. A research model of learning attitude, web-based learning community and learning achievement of mathematics was proposed and tested by using structural equation modeling. Results demonstrated that web-based learning community was a mediating factor in the relationship between learning attitude and learning achievement of mathematics. The findings suggest not only that it is important to consider learning attitudes in understanding students’ learning achievement of mathematics, but also that web-based learning community plays an important role in this relationship. Based on the research findings, the author puts forward a number of relevant directions and implications of findings for school authorities. Finally, the author provides some suggestions for future research.

Keywords: learning attitude; web-based learning community; learning achievement of mathematics; primary education

摘要

本研究以社會性科學議題（socioscientific issues，下稱SSI）本位教學，從事研究。教學設計是以「土石流」為科學學習單元，「是否開發山坡地」為SSI，發展教學模組，在一個五年級班級進行7週的教學。在教學前後與過程中，採用混合研究法，藉問卷、學習單及訪談，蒐集量性與質性資料，探討學生的自然科學習動機、小組合作技能及「土石流」的知識是否改變。經SSI教學後，學生於此三項的表現均有顯著增長。科學學習動機中的「學習環境誘因」、「成就目標」、「主動學習策略」、「科學學習價值」有顯著提升。小組合作技能中的「溝通」及「個人和團體的成長」等亦有顯著進步。學生回應喜歡SSI教學，且它有助學習；而討論、觀摩、蒐集資料、思考他人想法為學習的特色。本文並對SSI教學的實施與未來研究提出建議。

關鍵詞：小組合作能力；社會性科學議題教學；科學教育；科學學習動機

Abstract

This study adopted socioscientific issues (SSI)-based learning to do an empirical research. The topic “mudslide” and the issue “whether slope of mountain was exploited for human utilization” were chosen for developing a 7-week teaching module, and then practiced in a purposely selected Grade 5 class. The mixed method was adopted, including pre- and post-test of instruments, worksheets, and interviews. Quantitative and qualitative data were collected to investigate students’ changes in motivation toward learning science, skills in cooperative learning, and knowledge in the learned topic. After SSI-based learning, all these three domains were found improved significantly. In terms of motivation toward science learning, the scores in subscales “stimuli of learning environment,” “achievement goals,” “active learning strategies,” and “values of science learning” were significantly increased. In cooperative skills, the subscales of “communication” and “growth of individual and group” were significant increased. To sum up, discussion, emulation from peers, information gathering, and thinking of peers’ opinions were viewed as the special feature of SSI learning. Based on this study, SSI teaching and its research in the future were suggested.

Keywords: cooperative skills; socioscientific issues-based teaching; science education; motivation of science learning

摘要

今天，生態危機重重，人們在教育上必須重新認識自我與自然的關係。本文目的在於探討挪威生態哲學家Arne Naess的「生態自我」理念，從相關詮釋與批判，分析Naess「生態自我」理念的主張與內涵，並思考「生態自我」如何達到自我實現，以及這個概念在生態教育上的意涵。研究取徑是哲學的詮釋，輔以文獻的整理、分析與比較。研究發現，「生態自我」提醒人，成熟的自我應當放下自我意識、開放自身，學習感通自然界中的其他存有，才能體會到萬事萬物本為一體、無法分割的形上學事實。作者依據Naess的觀點，於文後提出對於生態教育的看法，分別是增進對宇宙本體論的了解、開放自身以體驗自然，以及重新界定自我與他者，認識這兩個概念的無限性。

關鍵詞：生態自我；自我實現；生態教育；奈斯

Abstract

With ecological crisis nowadays, it is required to rethink the relationship between the self and nature in education. This study is a philosophical inquiry. The aim of this article is to explore Norwegian philosopher Arne Naess’s concept of ecological self, and by drawing from its secondary literature, to analyze the significance of this concept. The approach of achieving self-realization and its implications on ecological education will also be discussed. The concept of ecological self reminds us that a mature self should give up the narrow ego and learn to open the self to nature, in order to identify the self with other beings in nature. The self and other beings are ontologically interconnected, which is the reality humans need to recognize. The more we open ourselves to others, the deeper self-realization can be achieved. This is the manner we explore ecosophy and our authentic beings. According to Naess’s notion, the author suggests several possibilities for ecological education: improving understanding of cosmic ontology; guiding learners to open themselves to experiencing nature; and breaking through the limitations on the concepts of the self and others.

Keywords: ecological self; self-realization; ecological education; Naess

摘要

本文運用文件分析及比較研究，針對官方教育研究機構的發展、研究角色、研究類型和成效評估等面向進行探討，以理解官方教育研究機構在學術社群中的定位。官方教育研究機構的研究角色在整體學術領域中所強調的是因應社會變遷，探討和解決各種教育問題；而官方教育研究機構的研究類型，則在指出具體教育策略的行動依據、提供解決教育問題的答案或彙整傳播全國性的教育資訊等應用型的研究。獨特的研究角色與研究類型，使得判斷官方教育研究機構的研究成效必須符合嚴謹、相關和實用等方向。

關鍵詞：官方教育研究機構；研究角色；研究類型

Abstract

This article used documentary analysis and comparative method to investigate the development, research roles, research types, and effectiveness evaluations of official educational research organizations, and to understand the positioning of these organizations in the academic community. Official educational research organizations with government resources conduct educational research that emphasizes the investigation and resolving of various educational problems due to social changes in the academic community. The types of research conducted by these organizations are also those that indicate specific bases for action in education policy, provide solutions to educational problems, or compile and disseminate information on education throughout their countries by conducting applied research. When assessing the effectiveness of the research conducted by these organizations, whether the organization has achieved the national objectives or whether it has solved educational problems should be considered; also, whether the research is rigorous, relevant, and utilizable should be taken into account.

Keywords: official educational research organizations; research roles; research types

摘要

本文透過個案研究，探究外在課程改革結構與教師專業訴求對於現場教師專業認同的衝擊和教師個人專業認同的型塑，反思課程改革的真義。主要結論包括：（1）教師專業認同是教師專業的核心，經由不斷與外在課程改革的期待和結構持續協商、辯證，進而型塑和再型塑；（2）教師專業認同型塑的過程，是不斷追尋和發展成自我所界定的專業教師，進而在過程中對自身的課程與教學進行轉化。因此，政府應支持改革是由下而上、藉由溝通辯證模式而產生，重視教師是落實改革的重要推手，以實踐課程改革的願景。

關鍵詞：教師專業認同；課程改革；普通高中；後期中等教育

Abstract

This case study aimed to explore the conflict between the expectations of teacher professionalism from society and teacher professional identities in order to reconsider the issue of the curriculum reform. The result indicated that: (1) teacher professional identity is the core of teacher professionalism, which is constantly being shaped and reshaped through negotiating with the public expectations of teacher professionalism and the system of the curriculum reform; (2) the process of shaping teacher professional identity is based on the self-defined teacher professionalism as a key of the transformation in curriculum design and teaching practice. Overall, the government should support the bottom-up curriculum reform for achieving the educational goals.

Keywords: teacher professional identity; curriculum reform; high school; upper secondary education

摘要

2001年，香港以《學會學習：課程發展路向》文件展開了全面而根本的課程改革（下稱課改）。2009年實施「三三四」新高中課改，更掀起了學制、課程及考試評核制度的巨大改變。此外，隨着1997年「融合教育先導計劃」實施，有特殊教育需要的學生就讀於主流學校正式開展。2008年，香港中學全面落實「全校參與」模式的融合教育，其時正值中學面臨適齡學生人數下降的「殺校」危機、排山倒海的高中課改，以及教學語言微調政策等重要改變，使得新高中課改中融合教育的實施變得極為複雜。究其本質，融合教育中欣賞多元與主流教育中追求卓越難以共融，因此在新高中課改中落實融合教育面臨重重困難。本文聚焦探究新高中課改下融合教育的實施概況及所面對困境：首先簡述普及高中教育下發展融合教育的現況與困難；其次探討新高中課改下的融合實踐困境；最後分析化解困境的取向，建議必須從全納教育革新教育制度與課程重置的理念着眼，照顧所有學習者的不同需要。綜合而言，高中課改帶來學習差異擴大、教與學壓力倍增等問題尚待處理；加上融合生向弱勢學校傾斜、教師缺乏融合教育能力，且新高中課程並未解決融合生的不利處境等，都突顯了在高中課改中落實融合教育的困難與挑戰。

關鍵詞：課程改革；課程實施；融合教育實踐；困境

Abstract

In 2001, Hong Kong started a comprehensive and fundamental curriculum reform through introducing Learning to Learn: The Way Forward in Curriculum. In 2009, the New Senior Secondary (NSS) curriculum reform was implemented. The reform involved changes in the structure of educational system, curriculum and the examination system. In addition, integration was piloted in Hong Kong in 1997. Students with special educational needs (SEN) were given equal opportunities to access to mainstream education. In 2008, Hong Kong secondary schools began to implement the inclusive education policy with whole-school approach. At the same time, secondary schools were facing declining enrolment of school-aged children, enormous NSS curriculum reform, and the fine-tuning medium-of-instruction policy. Implementing inclusive education under NSS of Hong Kong became even more difficult. The discrepancies between “celebrating diversity” of inclusion and the elite-based educational practices have been known to be key barriers to implementing inclusive education in Hong Kong. This article focused on the situations and dilemmas of inclusive practice under NSS curriculum reform in Hong Kong. Firstly, this article introduced the situations and problems of inclusive practice under NSS; secondly, it analyzed the dilemmas of inclusive practice under the NSS curriculum reform; finally, the article analyzed the orientation of resolving the dilemmas of inclusive practice — enhancing quality education for all by leading to wider-ranging curricula and instructional strategies that contribute to catering for learner diversity. Overall, teachers and their students are under dual pressure because the NSS curriculum reform widens individual differences in schools. Moreover, SEN students are particularly vulnerable in disadvantaged schools while teachers are incapable of teaching them. Implementing inclusive education in the NSS curriculum reform of Hong Kong is full of difficulties and challenges.

Keywords: curriculum reform; curriculum implementation; inclusive practice; dilemma