九年一貫課程培養學生動手做能力課程規劃之探討─以手擲滑翔機為例

九年一貫課程綱要於自然與生活科技學習領域，其課程目標著重「激發學生創造潛能」；分段能力指標首項，在於教導學生「過程技能」，期能培養學生之基本動手做能力。本文結合科學教育與具實際經驗之模型愛好人士，研發適合國中小學生階段之飛行教材－製造手擲滑翔機。藉著飛行教師實際展示各式飛行模型，培訓學生實際動手做的能力，期能激發學生之興趣、好奇心，主動的動手做，展現多元之歷練與膽識，做為激發科學創造潛能的基石。本課程實施於國小四年級和國中一年級之兩位個案與國中創意飛行營，實驗教學結果顯示，學生對於飛行的瞭解，能植基於課程中傳導之內容，設計並發展屬於自己特色的機型。於飛行知識與科學技能教學前後開放問卷結果中，學生學習興趣有明顯提高、工具使用之技能增長、和對滑翔機之飛行特性相關描述呈多元化增長。展現動手作之飛行課程，於實際執行過程中，對學生在學習能力與興趣的培養有正向之助益。

關鍵字

九年一貫課程；基本能力；動手做；飛行教材

並列摘要

One of the main goals of the contemporary nine-year continuous curriculum is to improve the students' learning abilities and scientific literacy. In order to achieve the goal, we need to facilitate students' process skills through hands-on activities. This hands-on curriculum design we utilize hand launch glider (HLG) as an example. Before the pupils design and construct their own HLG, aeronautical teachers dynamically fly radio controlled (R/C) models allowing pupils to gain experience in aerodynamics. To strengthen pupils' capabilities in comparison and observation, various static models are also demonstrated. The tasks for pupils to perform in the teaching and learning processes are the followings: 1. draw the design, 2. measure and construct the design, 3. adjust the model, 4. trial and error, and 5. readjust. Trial and error is one of the key philosophies in testing their own design. Observation records, model inspections and open questionnaires are among the collection of our data. The results from two case studies (4th and 7th grade) and one flying camp, show that pupils' in the aerodynamic design, tool and material applications, and scientific processes are improved significantly. The facilitation of the interest in aeronautic sports also allows pupils to learn more contexts in their extra-curriculum. This self-learning experience is one of the main factors affecting the outcomes in pupils' life-long learning experience.