以統計過程為架構融入問題導向學習之跨領域校本課程-以網溪國小校本課程為例

• Main Authors: LIU YU HUA, 劉玉華
• Other Authors: 陳幸玫
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/2td36f

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 96 === The purpose of this study was to develop an interdisciplinary school-based curriculum and to summarize the process of curriculum development, using 5th-grade subjects, by implementing the four steps (raising questions, gathering data, analyzing data, interpreting data) of the statistical process concept map discussed and simplified by Hsing-Me Chen (2006) as a framework; and integrating this model into problem-based learning. In addition, the study analyzed the effectiveness of the curriculum. The study used action research methods, which involves gathering data and studying curriculum development using qualitative methods to analyze professional meeting minutes, self-reflection notes, videotapes, colleagues' feedback, teaching journal, and student learning records. The development process for the curriculum design contains three stages: 1) Stage I: preliminary curriculum development, which included setting teaching goals and curriculum roles, analyzing competence indicators and curriculum contents, and designing teaching/learning activities; 2) Stage II: the first teaching implementation and assessment analysis for developing an overall instructional curriculum, which included modifying teaching contents and procedures based on the first implementation practice, and writing the teacher's handbook; 3) Stage III: the second teaching implementation and assessment analysis for modifying and refining the curriculum design, which was based on the second implementation practice and provided teaching suggestions to enrich the teacher's handbook and to complete the curriculum design. The developmental process of the curriculum design summarized in this study could be used as a reference model for teachers who wish to develop curriculum. Teachers could modify the model to meet individual school needs that might include increasing teaching implementation practice cycles to develop suitable curriculum. In addition to this, the researcher of this study offered suggestions regarding curriculum content, teacher professional development and competencies, and possible feature research; results from the study could be used as a resource reference for educators and researchers.