碩士 / 國立臺灣海洋大學 / 教育研究所 / 95 / Abstract
This study aims to construct the competence indicators of ocean education for elementary schools as a reference to implementing it. First, literature analysis was used to build indicators draft. Secondly, questionnaire investigation was applied to collect various viewpoints and amendment opinions from a panel of 20 experts, consisting of oceanographic field, curriculum and instruction field, educational psychology filed, and school teachers. Then, by interview method, three experts in oceanographic field were consulted for the unclear portions on the questionnaire. Finally, based on the results of aforementioned procedure, this study constructed the competence indicators of ocean education suitable for elementary schools to plan, design, implement, and evaluate their ocean education.
The competence indicators of ocean education for elementary schools in this study are divided into three learning levels: “First and Second Grades”, “Third and Forth Grades” and “Fifth and Sixth Grades” with two main categories of “Ocean Ecology” and “Ocean Culture”. The former , 20 items in total, includes four subcategories such as “Ocean Creature”, “Ocean Environment”, “Ocean and Climate”, and “Natural Feature and Disaster of Ocean”. The latter contains six subcategories such as "Ocean Arts, Ocean Belief and Ceremony, Ocean Custom and Celebration”, “Ocean Leisure and Sightseeing, Water Sports”, “Ocean Conservancy”, “Voyage and Vessel, Migration and Culture Communication”, “Fishery and Fish Food, Ocean Resources, Industries and Trade”, and “The history of Sea Power Development” , amounting to 56 items.
For applying the competence indicators of ocean education, this study brings up the following suggestions:
1. Suggestions to elementary schools include: 1.) Competence indicators of ocean education can be referred for planning course, 2.) Competence indicators of ocean education can be referred for editing teaching materials, 3.) Competence indicators of ocean education can be referred for teaching. 4.) Competence indicators of ocean education can be used to check the effect of learning, 5.) Competence indicators of ocean education can be referred for examination, 6.) Competence indicators of ocean education for elementary schools can be referred for evaluation, and 7.) Competence indicators of ocean education can be referred for adjusting the ocean education policy.
2. Suggestions for education administration institutions include 1.) Certain ratio of ocean education would be included inside the national curriculum framework, 2.) Improve the professional literacy in ocean education for the teachers in elementary schools, 3.) Provide the corresponding consultation and supports for schools to implement ocean education, 4.) Hold corresponding activities for ocean education, and 5.) Promote the ability of the students in the leisure activities on the water area.
3. Suggestions for the follow-up studies are: 1) Construct the competence indicators of ocean education beyond elementary school level, 2) Explore the course, teaching, learning and evaluation of ocean education for elementary schools, 3) Increase the objects of study to get more suggestions, 4)Use various research methods to check the applicability of competence indicators of ocean education for elementary schools, and 5)Carry out the investigation of basic competence and evaluation of ocean education.
Keyword：Elementary Schools, Ocean Education, Competence Indicator
| Identifer | oai:union.ndltd.org:TW/095NTOU5331012 |
| Date | January 2007 |
| Creators | Hsiao-Mei Lin, 林筱梅 |
| Contributors | Chia-Cheng Yu, 游家政 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 357 |
Page generated in 0.0018 seconds