An Analysis of the Core Content of the Guidance Activity Curriculum in Junior High School Integrated Activity Learning Area

• Main Authors: Tsung-Che Li, 李宗哲
• Other Authors: Sieh-Haw Lin, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/spbj4q

碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 97 === The present study aims to examine the core content of the guidance activity curriculum in junior high school integrated activity learning area. Content analysis was made to compare four versions of junior high school integrated activity textbooks, including Uchen, Nani, Kanghsuan and Hanlin. At the same time, interviews were conducted with some teachers in the field to probe their opinions about learning materials related to guidance activities, which were then subject to cross-validation with the analysis of the textbooks. Also, triangulation was used to increase the reliability and validity of the study. The findings were as follows: First, the four versions of guidance activity textbooks had a common main theme, namely self-exploration. And the common secondary theme was career exploration. The results showed that the topics of the textbooks corresponded with the curriculum guide, but they could not clearly explain the core content of guidance activities. The curriculum was mostly focused on career exploration, indicating that the curriculum content was not balanced. Second, the interviewees thought that the meaning of the guidance activity curriculum should lie primarily in the self, and the topics of the curriculum should be in accordance with the developmental stages and the needs of students. The activities implemented in guidance activity classes were just a means to an end. The purpose was to guide learners, via activities, through experience, reflection, and application of the ways in which mind and behavior worked to transform knowledge into ability. Therefore, the core of the guidance activity curriculum was valuing the individuality of people. Third, experience, reflection, and application were manifestations of the cognitive processing dimension in metacognitive knowledge, which was proposed by Bloom. Self exploration and career exploration were the tools which students could use to connect with themselves to achieve metacognition. Hence, the core content of the guidance activity curriculum was metacognitive. Finally, suggestions were put forth as to the aspects of the teaching of guidance activities in junior high school integrated activity learning area, the writing of textbooks, teacher training in teacher training institutions, and future studies in this field.