國中生公民科學習經驗之探究—學為公民？

• Main Author: 宋健誌
• Other Authors: 湯仁燕
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/74925234078952847225

碩士 === 國立臺灣師範大學 === 教育學系 === 102 === The purpose of this study is to focus on students’ learning experiences on civic curriculum of junior high school. The findings of this study showed that the influential factors of students’ civic curriculum learning experiences. The researcher utilized participatory observation, interview and document analysis to collect research data, and to study students’ learning experiences on civic curriculum. This study involved 37 ninth-grade students of junior high school in Taichung County. Researcher observed the reactions of students in civic class, and interviewed students in order to comprehend the pattern behind behaviors which influenced the thinking of teaching, teaching materials and assessments. The research conclusions are as follows: 1. Students think civic curriculum is "easy" but "difficult to test" , to focus on "understanding" rather than "memorization" , related to "life" and "practical", and it's necessary to implement. 2. Teaching in civic curriculum is teacher centered, and students’ learning experiences focus on the knowledge of textbook, which includes " teacher taught , student listened" , " notes on blackboard and handouts are auxiliaries in teaching". 3. The learning process of students is driven by assessment, which easily omits teaching objects of civic curriculum. The major learning experiences include "review before test" , "study text books, handouts and practice by doing questions." 4. Students think that the multiple choice question would limit thinking and teacher reviews the answers mechanically. They expect the civic curriculum would "jump out of the textbooks and link to hot news", "bring out context through activities" and more " teacher-student interactions". 5. The learning experiences of civic curriculum is influenced by "teacher", "students self" , "context" , "interaction" and " assessment", especially profoundly influenced by "teacher" and " assessment". Based on conclusions, suggestions are from three perspectives. First is about teaching, teaching methods should diversification but not fancy, helping students study actively and able to integrate knowledge of subject. Second is teaching material, issues can be involved in textbooks, and assessment can cultivate students' civic knowledge, attitude and action. The last is future study, suggestions for future researchers are as follows: modulate the conditions of study field, narrow the ranges of course and lengthen the period of observation, more interview times and contrast to teacher interview and students' experiences.