從爭議性科技議題的教學設計和實踐中詮釋科學教師的角色－個案研究

本研究旨在詮釋一位國中生物教師教導爭議性科技議題－「基因改造食品」，從課程設計的準備階段到教學實踐和省思的過程中所展現的實務角色，及其所遇到的困難與解決的方法。研究採用教室觀察和個別訪談收集資料，並輔以分析個案教師設計的教案和其撰寫的教學日誌。研究結果顯示個案教師在教學的過程中扮演多重的角色，此點說明著教師專業的複雜度絕非僅止於作一位「知識傳遞者」而已。其中，以準備階段中扮演資料轉化和組織的「課程設計者」所遇到的困難最大。除了因為跨領域的主題必須統整較廣泛的學科知識外，在連結過去的知識與經驗至新目標與內容上，個案教師因為缺乏自信而需要外界的幫助。而在實踐階段，也因為個案教師初次教導此類議題，所以在教學內容的熟悉度和時間的掌控上就表現得較為生疏，因而變成了「教學生手」。此外，個案教師對於自己教學角色的轉換並不自覺，但經由訪談促使他回想曾經經歷的教學片段，往往能加深其對各種教學角色的體認和省思，進而回饋至更多教學實務的自主和改進上。所以在整個實驗中，他既是「反思者」，也是「學習者」，因此對於其教師專業的發展有正面的影響。

關鍵字

中等教育；爭議性科技議題；科學教學；個案研究；教師教學角色

並列摘要

The purpose of this study is to understand the roles of a biology teacher in different stages in the instruction of controversial socio-scientific issues of ”genetically modified food”-ranging from preparation, practice to reflection. It also examines the problems the teacher faces and his solutions. The sources of data include classroom observation, interviews with the teacher, teacher's journals and teaching plans. The results show that the teacher plays multiple roles in the teaching process; such multiplicity of teaching roles manifests that the teacher is more than a knowledge transmitter at each phase. Among the different stages of instruction, the most difficult part for the teacher was the preparatory stage, in which the teacher as a curriculum designer has to incorporate and organize knowledge of wide-ranging subject matters with his prior knowledge and experiences. Lacking selfconfidence, the teacher, therefore, has to ask others for help to finish the design of the unit. Meanwhile, unfamiliarity with the contents and procedures turn the teacher into a novice. Besides, throughout the process of instruction the observed teacher was unaware of his changing roles. It was only after interviews with the researcher that the teacher developed a greater insight into the consequences of his implementation. He became more autonomous in teaching work after he reflected on the whole experience of curriculum design and practice. Because the teacher was both the ”reflective practitioner” and the ”learner” in this teaching experiment, he has significantly improved in terms of his own professional development.