教科書與S2素養課程的內涵與學習經驗研究─ 以高中國文小說課為例

Abstract

此波「十二年國民基本教育課程綱要總綱」頒布所引起的教育改革正試圖引導教學不宜「以學科知識及技能為限，應關注學習與生活的結合」，因此為了呼應政策，本研究以「小說」作為課程主題，兩位教師分別以「教科書課程」及「S2素養課程」模式進行課程設計，各自實施在任教班級中。\n本研究採個案研究的方式，深入了解兩種課程模式的課程目標及內涵，以及兩組學生於高中國文課堂中的學習經驗，最後再綜合分析兩組學生的學習成效。兩位教師所使用的共同教材為「普通型高級中等學校龍騰版國文科教科書」第一、二冊，挑選其中的〈桃花源記〉、〈范進中舉〉、〈孔乙己〉、《小王子》選讀、〈一桿稱仔〉、〈劉姥姥逛大觀園〉共六課課文，其餘則依照課程設計之需求由任教者另行編撰或選取。研究本身採量化與質化兼具的資料蒐集與分析：在課程進行前，先以國中會考成績了解學生們國文能力的起始點(前測)；課程單元結束後，再以上、下學期共六次段考成績(後測)，輔以課程的單元學習單及小說創作，了解學生在兩種模式下的學習成效。為了瞭解長時間的學習成效，此分析並非僅針對課程單元，而是一學年的成績表現。兩組課程設計之目標及內涵，是透過出版社人員訪談、教師訪談、學生訪談、上課教材等，作為主要分析資料；學生的學習經驗則藉由課堂觀察、學生訪談、學生小說創作競賽成果、學生學習成效調查問卷等，作為了解依據。本研究之主要研究問題，如下：\n一、「教科書課程」與「S2素養課程」在高中國文課堂的「課程內涵」為何？\n二、學生分別參與「教科書課程」與「S2素養課程」時的「學習經驗」為何？\n三、學生分別參與「教科書課程」與「S2素養課程」後的「學習成效」如何？\n本研究之結論，概述如下：\n(一)S2素養課程的課程內涵與課程活動、課程教材彼此間的關聯性高。教科書課程的課程教材依新課綱規定編寫，各課的課程內容獨立，故課程內涵時有重複。\n(二)S2素養課程的教學活動與學習評量、學習目標緊密扣合。教科書課程的教學活動不一定扣合每單元核心問題，將影響預定教學成效和教學進度的達成。\n(三)S2素養課程的素養評量是搭配生活情境的學習評量，因此學生樂於參加。教科書課程雖會搭配課堂實作，但不一定貼和課程目標或學生的生活情境。\n(四)S2素養課程的學習成效應從多方面的資料來呈現，因為它是學生綜合能力的展現。教科書課程的學習成效則多半從學生紙筆測驗的成績來判定。

The educational reform of the Twelve-Year Basic National Education Curriculum Outline is to guide teaching not to be limited to subject knowledge and skills, but to focus on the combination of learning and life. Therefore, this study uses Novel as the subject matter to examine the effects of textbook-based and systematic standards-based curricular that two teachers use in the classrooms.\n\nTo be specific, this study examines the curriculum goals and connotations of the two curriculum models, as well as the learning experiences of students in two high-school classrooms using a case study. The researcher finally comprehensively analyzes the learning effects of the two groups of students. The textbooks used by the two teachers are the first and second volumes of the Longteng Edition Chinese Language Textbook for Senior High Schools. A total of six novels are selected, in addition to some that are compiled or selected by the teachers according to the needs of curriculum design.\nThe questions guiding this study are as follows:\n1.What are the contents of textbook-based and systematic standards-based curricular usedin the Senior High Chinese language classrooms?\n2.What are students’ learning experiences participating in the textbook-based and systematic standards-based Chinese language classrooms?\n3.What are the learning effects in the textbook-based and systematic standards-based Chinese language classrooms?\nThe study collects both quantitative and qualitative data to respond to the research questions. The quantitative data collected from the two groups of teachers and students include: students` National High School Ability Test in Chinese and the test results of the formal examinations and a novel creation competition in the first and second semesters. To examine the long-term effects of learning, the study analizes not only the unit, but the performance of the entire academic year. The qualitative data sources include the two sets of curriculum design, publisher interviews, teacher interviews, student interviews, and teaching materials; students’ learning experience based on classroom observations, student interviews, and results of student novel creation competition, questionnaires on student learning effects, etc.\n\nThe conclusions of this study are summarized as follows:\n1.The systematic standards-based curriculum highly relates with learning objectives, activities and materials. Although the content of the textbook-based curriculum is compiled in accordance with the new curriculum standards, the content of each article is independent, resulting in repeated learning objectives.\n2.The teaching activities of systematic standards-based curriculum are closely linked with learning assessment and learning goals. The teaching activities of the textbook-based curriculum do not necessarily align with the core issues of each unit, which affects the achievement of the scheduled teaching effects and progress.\n3.The competency task of the systematic standards-based curriculum is a learning assessment that matches life situations, which stimulates students to participate. Textbook-based curriculum is matched with class implementations, but they may not necessarily match the learning goals or students` life experiences.\n4.The learning effects of the systematic standards-based curriculumare evidential in various materials, because they are a collection of students` comprehensive ability. The learning effects of textbook-based curriculum is mostly judged by students` test scores.