國小四年級公民行動取向課程的師生角色與學習機會之探討－以溼地保育課程為例

• Main Authors: Wang Pi-yun, 王碧雲
• Other Authors: Li-hua Chen
• Format: Others
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/80742526065810338566

碩士 === 臺北市立教育大學 === 課程與教學研究所課程與教學碩士學位在職進修專班 === 99 === The objective of this research is to discuss the process of the education, the roles which the teachers and the students play, and the opportunities of learning on the citizens’ action of “Communicating with wetlands”. This study adopts observation method, with the target of a class of fourth graders from a New Taipei City elementary school. I will be conducting 18 periods of in-class observation ten times, then with the aid of interviews and collecting relative reference. Afterwards, I will then further analyze and cross-examine the data. Conclusions are drawn as follows: 1.The process of the education （1） Teachers use diverse teaching activities, such as guided discussion, audiovisual mass media education, and learn through personal experiences to help students in building a positive concept towards wetlands conservation. （2） Teachers base on the civic-action approach of “consciousness and care”, “investigation and increasing ability” and “citizens’ action.” These three points of view can help students learn systematically, training them into becoming more active citizens. 2.The roles of both teachers and students （1） Teachers play 8 different roles, such as: lecturer, guiding discussion and reflection, criticizing or protecting authority, maintaining and controlling classroom order as well as providing learning resource, complimenting or encouraging, accepting students’ opinions, and offering questions. （2） Students also play 8 different roles, such as taking the initiative in exploring learning, offering opinions and ideas, raising questions, tasks division, showing the learning results in a diverse way, listeners, thorough behavior thinkers, and answering teachers’ questions. （3） In the beginning stage, the teachers play more active roles; during the mid-term stage, teachers and students play equally active roles; and in the final stage, students play more active roles than the teachers. 3.The opportunities of learning （1）In this course, teachers and students provide three dimensions toward learning opportunities, which are cognition, affection and skills. （2）The affection of care are shown throughout the three dimensions of the citizens’ action in the course. （3）The source and possibilities of learning opportunities change with different roles of teachers and students. At last, based on this research, I would like to offer relative suggestions for reference to the teachers or future studies.