科學教育資源輔助國小資優學生進行自主學習之歷程

本文旨在探討如何透過科學教育資源輔助國小資優學生進行自主學習，以落實教育部推動的「成就每一個孩子，適性揚才、終身學習」政策，並培養學生成為自主行動、溝通互動及社會參與的終身學習者。本文基於自主學習中的自我決定理論為基礎，透過國立臺灣科學教育館的科學教育資源，以及參與自主性學習地圖建置計畫的歷程，設計不同年級的科學概念圖及學習素材，以促進學生自主學習。本文進一步說明了自主學習地圖的設計與調整過程，包括如何將化學區的展覽內容轉化為學生能夠自主學習的素材。並透過實際帶領學生參與科教館的戶外教育活動，收集學生對自主學習路線的反饋，以評估和改進學習地圖的有效性。此教學案例透過實踐經驗與歷程的紀錄，說明如何透過結合科學教育資源的自主學習地圖與分組活動及後續的課程安排，學生的自主學習經歷，從最初的外部調節逐漸過渡到內在調節階段，體現了自主學習的層次進展，希望能夠提供科學教育資源輔助學生進行自主學習的參考。

關鍵字

自主學習；科學教育資源；資優教育

並列摘要

This study examines the facilitation of self-directed learning among elementary gifted students using scientific educational resources, aligning with the Ministry of Education's aim for individual achievement and lifelong learning. Grounded in Self-Determination Theory, it leverages resources from the National Taiwan Science Education Center and an autonomous learning map project to craft age-appropriate science concept maps and materials, enhancing self-learning. The paper details the creation and refinement of autonomous learning maps, turning chemistry exhibit content into accessible self-learning materials. Through guiding students in outdoor activities at the science museum and gathering feedback on the self-learning routes, the study evaluates and refines the learning maps' effectiveness. Through a record of practical experiences and processes, the research demonstrates how the integration of scientific educational resources, autonomous learning maps, group activities, and subsequent curriculum arrangements can guide students' self-learning experiences from initial external regulation to internal regulation stages, showing the progression levels of autonomous learning.