實施統整課程的歷程與困境－一個教學群之個案研究

The Process and Plight in Practicing Integrated Curriculum: A Case Study of a Teaching Team

10.6384/CIQ.200110.0077

王嘉陵(Chia-Ling Wang)

教學群 ； 個案研究 ； 統整課程 ； case study ； integrated curriculum ； teaching team

課程與教學

4卷4期（2001 / 10 / 01）

77 - 92+169

繁體中文

本文是關於一個國小教學群的個案研究，以參與觀察與深度訪談的研究方式呈現出教學群實施統整課程的經過與步驟，當中亦關注於教師對於統整課程概念的發展歷程，以及課程實施過程中所面臨的困境。從研究結果得知，透過賦與教師課程設計的權利，可以促進教師的教育專業成長，教育概念與方法也會因此而提升；而時間短缺、家長過於重視分數，以及行政方面要求繳交成果使得教學群面臨到不同以往的壓力，面對壓力，教學群發展出屬於自己解決問題的因應方式。至於統整課程未來的發展，教學群須努力的方向是內在的自我突破以及如何擺脫外界關注的眼光，尋找統整課程的真實意義。

This paper is a case study of an elementary schoolteaching team, which has adopted both participant observation and in-depth interviews. The content consists of the process and steps of the teaching team in practicing integrated curriculum, teacher's developmental process of concept of integrated curriculum as well as the plight that teachers experienced. The research's results show that it can improve teachers' professional promotion through endowing with the right of curriculum design. We also might see teachers' pressure from three sources: the shortage of time, parental excessive concerns on children's academic achievements, and handing in numerous teaching results. However, the teaching team has their own ways to deal with the pressure that they encountered. Regarding the development of integrated curriculum in the future, the aims teachers have to achieve are positive attitude and aspiration after the true meaning of integrated curriculum.

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