HKIER

摘要

本文以香港四位通識教育科實習教師為個案，探究教師在實施議題為本方法時面臨的挑戰與困難。結果發現，教師要面對以下四種張力：學習的寬度與深度；在限定時間內完成教學工作量與實施議題探究的教學策略；如何令所有學生投入學習；考試導向與學生學習導向等。這四種張力對每位實習教師的影響均不同，這與教師個人的專業背景、教學信念不無關係。文章最後就以上發現作深入討論，並提出改進建議。

關鍵詞：議題為本方法；通識教育科；課程實施

Abstract

Through the case study on four pre-service teachers, this article investigates the challenges and difficulties of pre-service teachers in Liberal Studies subject in their implementation of issue-based approach. The study found that pre-service teachers faced four kinds of tensions during their teaching practice period, namely adopting a broad or in-depth approach on learning; completing all units within timeframe or implementing issue-inquiring strategies; problems of engaging all students in learning; and conducting examination-oriented or student-centered teaching. The above tensions have different influences on the four pre-service teachers, depending on their professional background and teaching beliefs. Finally, the article discussed those challenges and difficulties thoroughly and made recommendations on improvements.