整合TPACK及素養導向的STEAM教學素養內涵初探

目前我國對於STEAM教育的推動，期待建立自然、社會與人我關係的基礎，強調培養21世紀人才，因此深入探討教師的STEAM教學素養，思索價值信念、反思科技人性、創造文明對話與生態永續社會的人文藝術內涵，進而提高STEAM課程與教材的設計能力，並與社會議題、生活經驗進行整合與實踐，具有十分重要的意義。有鑑於TPACK整全性與建構性的觀點，及師資培育轉向素養導向的發展途徑，爰此，本文擬界定STEAM教學素養之意涵，參考相關文獻，將TPACK及素養導向進行整合作為立論基礎，建構STEAM教學素養架構，據以提出STEAM專業教學素養及實踐教學素養兩項分類架構，及知識、技能、態度與價值三大面向，其中兼具「學科知識、跨域課程知能、教學方法與設計、學習評量、教學實施、學習環境營造、核心價值、反思覺察、專業成長」等九項素養內涵。本文期能藉由初探教師STEAM教學素養架構內涵，作為職前教師培育的課程規劃建議和現職教師STEAM教學實踐的依據。

關鍵字

STEAM教育； TPACK ；素養導向教學；師資培育；教學素養

並列摘要

At present, Taiwan's promotion of STEAM education is looking forward to establishing the foundation of the relationship among nature, society and human beings, emphasizing the importance of STEAM education for the cultivation of talent in the 21st century in the future. Therefore, it is of great significance to deeply discuss the STEAM teaching competency of teachers, especially focusing on thinking about values and beliefs, reflecting on the human nature of science and technology, creating civilized dialog and the humanistic and artistic connotation of an ecologically sustainable society with the aim of further improving the design ability of STEAM courses and teaching materials, and integrating and practicing with teaching methods in different fields. In view of the holistic and constructive viewpoints of TPACK and the developmental path of competency-based teacher education, this paper intends to define the meaning of STEAM teaching competency, refer to the relevant literature, and use TPACK combined with competency orientation as the theoretical basis to construct the STEAM teaching competency framework. The paper further proposes two classification frameworks of STEAM professional teaching competency and practical teaching competency and three dimensions of knowledge, skills, attitudes and values, including nine competency connotations of "subject knowledge, cross-domain curriculum knowledge, teaching methods and design, learning assessment, teaching implementation, learning environment creation, core values, reflection and awareness, and professional growth." It is hoped that initially exploring the framework of STEAM teaching competency can provide a basis for teachers to confirm their own teaching when preparing and implementing STEAM teaching and to explore and reflect on their own STEAM educational significance and practicality.

並列關鍵字

STEAM Education ； TPACK ； Competency-Based Instruction ； Teacher Education ； Teaching Competency

參考文獻

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