一、二年級生活、綜合、健體等領域課程綱要能力指標重疊問題及其解決策略：現場教學者之觀點

• Main Authors: LIU JUI-NIEN, 劉瑞年
• Other Authors: 黃嘉雄
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/58513600680544762737

碩士 === 國立臺北教育大學 === 課程與教學研究所 === 96 === Abstract The research is main to investigate benchmarks overlaps among Life Curriculum, Integrative Activities, and Health and Physical Education learning domains of low-grade primary school and the solving strategies of on-the-spot teaching instructors. The purposes of the study are: (1) to analyze the benchmarks overlaps among Life Curriculum, Integrative Activities, and Health and Physical Education learning domains of low-grade primary school in “Grade 1-9 Curriculum Guidelines”, which was announced by Ministry of Education in 2003. (2) To explore the solving strategies of low-grade primary school teachers confronting benchmarks overlaps among Life Curriculum, Integrative Activities, and Health and Physical Education learning domains. The research methods of the research are document analysis and focus group interview. Research subjects are low-grade primary school teachers teaching two or more of the three courses, Life Curriculum, Integrative Activities, and Health and Physical Education in Yingge Elementary School, Yingge Township, Taipei County. The research is to investigate benchmarks overlaps among Life Curriculum, Integrative Activities, and Health and Physical Education learning domains of low-grade primary school and the solving strategies. The results are as follows: 1. There are twelve possible benchmarks overlaps among Life Curriculum, Integrative Activities, and Health and Physical Education learning domains of low-grade primary school: (1) The benchmarks overlaps among the three are twelve: four between Life Curriculum and Integrative Activities, two between Life Curriculum and Health and Physical Education, and four between Integrative Activities and Health and Physical Education, and two Among Life Curriculum, Integrative Activities, and Health and Physical Education. (2) There are no benchmarks overlap between Integrative Activities 1-1-1 and Life Curriculum 2-1-2, Integrative Activities 1-1-1 and Health and Physical Education 1-1-1, and among Integrative Activities 1-1-1, Life Curriculum 2-1-2, and Health and Physical Education 1-1-1. (3) The other nine are correlative but don’t overlap entirely. 2. The solving strategies for teachings of Life Curriculum, Integrative Activities, and Health and Physical Education learning domains are: (1) For those which don’t overlap: Designing teaching activities according to each benchmark and proceeding with teaching activities in Integrative Activities and Life Curriculum. (2) For those which correlate but not entirely overlap: On-the-spot teaching instructors have to cultivate professional competence in interpreting benchmarks, not be confined by teaching materials versions completely, be familiar with the essential contents of benchmarks, analyze teaching materials contents, proceeding with curriculum integration , and planning different teaching methods and activities to proceed in teaching activities in each learning domain. 3. The solving strategies for benchmarks of Life Curriculum, Integrative Activities, and Health and Physical Education learning domains: (1) For those which don’t overlap: Retaining them respectively in Life Curriculum and Integrative Activities learning domains. (2) For those which correlate but not entirely overlap: Summoning interdisciplinary curriculum guidelines and benchmarks coordination council and doing “Fine-tuning”, “Re-adjustment”, “complementing the meanings of benchmarks”, or “combining” to benchmarks. Key word：Grade 1-9 Curriculum, Benchmarks, Benchmarks coincide.