小校教師發展跨領域課程－以「瓦楞收納盒」為例

Development of Interdisciplinary Curriculum for Small-Scale Elementary School Teachers: A Case Study of "Cardboard Storage Box"

10.6306/JITE.202407_(17).0008

陳宗偉(Tsung-Wei Chen)；陳君瑜(Chun-Yu Chen)；張美珍(Mei-Chen Chang)

跨領域教學 ； 小型學校 ； 科技教育 ； 資訊教育 ； 數學領域 ； Interdisciplinary teaching ； Small-Scale Elementary School ； technology education ； information education ； mathematics domain

工業科技教育學刊

17期（2024 / 07 / 01）

157 - 180

繁體中文;英文

研究背景：據教育部統計處數據（2020），全台灣六班以下國小佔41.17%。六班以下小型學校（以下簡稱小校）的教師通常會授課2門甚至2門以上的領域學科。依文獻顯示現行的小校教學現況中，教師必須扮演跨領域關鍵的角色，如果能透過跨領域課程加深學生對生活技能的理解與應用，對學生的學習歷程都有顯著的影響。研究目的：本研究以「瓦楞收納盒」課程為例，透過小校科技教育及資訊教育議題與數學領域的跨領域課程的發展與實施，並紀錄學生的學習歷程，從中探討小校教師發展跨領域課程會遇到的困境與優勢。研究方法：本研究從單一位教師負責跨領域課程觀點，以質性資料分析為主，收集學生、教學者、觀課者以及專家學者的各項資料（學生作品、學習單、教學日誌、觀察記錄、討論報告、學習者訪談紀錄）加以分析，從多元資料來源的三角驗證方式檢核質性資料的信效度，進而提出研究發現。研究發現：本研究發現數學與資訊教育及科技教育的跨領域課程，能達到相輔相成的成效；學生在跨領域教學後，對數學領域的成績成效，在中低分組都有提升，尤其低分組學生的提升效果更佳；小校教師發展跨領域的優勢是能適度調整課程的內容與節奏，讓教學更為彈性，編制較少關係，讓橫向溝通的隔閡較小；小校教師發展跨領域課程的困境，是教師需要花費大量時間進行規劃，以及須接受更多的專業領域知能的培訓。研究結論與建議：小校透過單一教師進行跨領域教學更容易掌握進度與流程，同時可針對學生需求調整教學步調與內容。小校教師進行跨領域教學遇到專業領域的問題，建議可透過研習或鄰近科技中心的協助，讓教學更加完善。

Research Background: Small-scale elementary schools with six or fewer classes make up 41.17% of schools across Taiwan, as reported by the Ministry of Education in 2022. In smaller schools, teachers play a crucial interdisciplinary role, as highlighted in the literature. Enhancing students' understanding and application of life skills through interdisciplinary curriculum can significantly impact their learning journey. Research Objectives: The research takes "Cardboard Storage Box" as an example to develop and implement an interdisciplinary curriculum that integrates technology education, information education issues, and mathematics in small-scale schools. It aims to document students' learning processes and explore the challenges and advantages that teachers in small schools may encounter when developing interdisciplinary courses. Research Methodology: This research primarily focuses on qualitative data analysis, gathering various data from students, educators, observers, and expert scholars. This includes student work, worksheets, teaching notes, observation records, reports, and records of learner interviews. These diverse data sources are analyzed using a triangulation method to validate the credibility and reliability of the qualitative data, leading to the formulation of research findings. Research Findings: This study highlights the effectiveness of interdisciplinary courses that combine mathematics with information and technology education. Students, particularly those with lower academic achievement, demonstrated improved math performance following interdisciplinary instruction. For teachers in small schools, developing interdisciplinary curriculum offers advantages such as flexibility in adjusting content and pace, as well as fewer communication barriers due to smaller staff sizes. However, challenges include the time-consuming planning process and the need for additional training in various professional areas. Research Conclusion: A small-scale school finds it easier to manage the pace and structure of interdisciplinary teaching through a single teacher. This approach enables adjustments in teaching methods and content to align with students' needs. However, teachers at such schools may encounter challenges in specific subject areas within interdisciplinary teaching. It is recommended to seek support through workshops or nearby maker education and Technology Center to enhance the quality of education.