科技實作課程發展中教師實務知識建構之個案研究

十二年國教課綱重視探究與實作，如何在不同領域實施具有探究性的實作課程，備受關注。隨著自造者教育興起，科技實作課程受到中小學重視。然而，小學並無科技領域，既無課程綱要亦無教材，雖有相關理論與可參考的教學案例，但是許多教師尚未能充分理解與轉化這些原理原則。倘若能從某些有經驗的教師身上提鍊出實務知識，將更有助於更多教師理解與實施實作課程。基於此，本研究以一位小學教師為對象進行個案研究，探討其設計與實施科技領域實作課程的歷程，以及在此課程發展過程中形成的實務知識。本研究之主要結論如下：一、依循探究的基本歷程，小學教師可以藉由過程模式發展科技實作課程。二、教師所建構的實務知識高度呼應理論觀點。三、教師的實務知識補充探究與實作的實施原則。

關鍵字

實作課程；教師實務知識；探究教學；科技課程

並列摘要

The 12- Year Basic Education Curriculum Guidelines emphasize inquiry and practice, therefore how to implement inquiry-based practical courses in different subjects has attracted much attention. With the rise of maker education movement, technology making courses have been valued by elementary and secondary schools. However, there are no technology curriculum guideline or teaching materials in the elementary school. Although there are related theories and teaching cases that can be referred to, teachers may not be able to fully understand and transform these principles into practice. If practical knowledge can be extracted from some experienced teachers, it will be more helpful for more teachers to understand and implement maker education in elementary schools. Based on the reason, this research takes an experienced teacher as the subject to conduct a case study to explore the design and implementation of maker curriculum, as well as the practical knowledge formed during the development of this curriculum. The main conclusions of this research were: (1) Following the inquiry learning procedure, elementary school teachers can develop maker curriculum through the ＂process model＂ of curriculum development; (2) The practical knowledge constructed by teachers highly echoed theoretical viewpoints; (3) Teachers' practical knowledge can supplement the principles of inquiry and practice learning.