由高中95暫綱探討「地球系統科學課程」在分科教學架構下的實踐

A Study of an Earth System Science Curriculum by Subject Teaching Using the Provisional Guidelines for Ordinary High School Curriculum of 2005

張凱翔(Kai-Hsiang Chang) ； 洪奕星(Eason Hong)

《科學教育學刊》 18卷6期 (2010/12) Pp. 563-573

https://doi.org/10.6173/CJSE.2010.1806.04

摘要

本文以地球系統科學角度，分析歷年高中地球科學課程綱要，並以內部統整、橫向統整等兩方面，探討在95暫綱架構下地球系統科學課程實施的情形。依據課程綱要的內涵，早期施行的61課標、73課標及88課標等均是屬於傳統地球科學課程，至於近期的95暫綱及99課綱則是依地球系統科學的概念而規劃的課程。61課標、73課標及88課標跨系統課程教學時數大約佔20%，95暫綱及99課綱則增加至60%左右，可證明在地球系統科學課程的統整概念下，跨系統教材的比例會比傳統地球科學高。但教科書要將各不同次系統的教材統整在一起有其困難度。雖然以統整的角度編排章節順序，同一章節中仍保留各次系統獨立的空間，因此教科書中跨系統篇幅所佔的比例只有教學時數的一半左右。

關鍵字

內部統整 ； 地球系統科學課程 ； 橫向統整

並列摘要

In this research, a science of earth systems perspective is used to analyze the sequential senior high school curriculum guidelines for earth science. The intra-subject integration and inter-subject integration are studied to evaluate the application of the Provisional Guidelines for Ordinary High School Curriculum of 2005. Based on their curriculum guidelines, the Standards for Senior High School Curriculum of 1971, 1983 and 1995 are traditional earth science curricula. On the other hand, the Provisional Guidelines for Ordinary High School Curriculum of 2005 and Guidelines for Standard Senior High School Curriculum of 2008 represent earth system science curricula. In addition, the percentage of across-system teaching hours is increased from 20% to 60% between these two curricula. As revealed by an analysis of the textbooks, the concept of an integration-emphasized earth system science makes it difficult to integrate different system materials. While it is integrated by chapters, each system is still kept independent within sections. Therefore, the teaching hours implied by an across-system text is only half of the hours implied by curriculum guidelines.

並列關鍵字

Intra-subject Integration ； Earth System Science Curriculum ； Inter-subject Integration

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