國中教師對工博館資源運用之研究

本研究的目的在於瞭解國中自然與生活科技領域教師運用工博館資源於教學與進修之情形，進而對於教師的需求與工博館的資源進行比較，同時瞭解教師們對工博館的建議，期能提供教師們運用時之參考。筆者透過質性研究法，採取立意取樣，藉訪談與觀察六位具有運用工博館經驗的樣本教師，以獲取相關研究資料，接著根據所得結果與兩位館員對談以供比較及驗證。此研究所採行的是逐步浮現的研究設計，運用錄音與記錄等方式收集資料。最後運用三角驗證、同儕簡報、參與者檢核、自我檢核、審核者審核等方式，求得研究之可信性、遷移性、可靠性與可驗證性，以建立本研究之信賴度。筆者將研究結果歸納、統整與分析之後，獲致以下結論：一、教師運用工博館資源於教學的情形，有安排參觀活動、運用網路資源、使用影帶教材、以及展示結合課後作業等方式。二、教師運用工博館資源於進修的情形，有運用圖書室資源、參加教師研習進修、參與教案及活動單開發、以及協助開發課程等方式。三、教師對工博館資源的需求與期望，有希望教學內容能和學校課程作配合、進修研習課程能有不同類型、宣傳管道要更多元與暢通、提供學校交通安排、以及資源教師制度能夠及早建立健全組織等建議。另外關於樣本教師分別針對工博館教學資源部分、教師進修研習部分、與對其他教師在運用工博館時所提出的具體建議，讀者可參閱文中內容。

關鍵字

自然與生活科技領域；博物館教育；國中教師

並列摘要

The purposes of this study are to find out the fact that the junior high school teachers of science and technology use Nation Science and Technology Museum (NSTM) in teaching and studing, compare teachers' expectation with NSTM's resources, and find out the teachers' concrete suggestion. This study is done by using Qualitative Research and Purposive Sampling, interviewing and observing six sample teachers who apply NSTM in teaching and advanced studing, and interviewing two staff of NSTM by comparison. The study is adopted with emergent design, tape recording and recording. Finally, we use the methods of Triangulation, Peer Debriefing, Member Checking, Self Checking, Auditor Checking…etc, to achieve the study's credibilily, transferability, dependability, conflrmality to establish the study's trustworthiness. To conclude, unite, and analyze the sample teachers' opinion, we made conclusions from the fact as follows: 1. The condition of teachers using NSTM in teaching contains four methods: arranging some visit in NSTM, utilizing internet resources, using videotape for teaching material, and arranging homework. (1) Arrange six stages of visiting in NSTM: observation and experience beforehand, planning teaching projects, considering the care matter, students' respond and effect, and follow-up development. (2) Arrange nine consideration in visiting NSTM: teaching objective, teaching content, teaching target teaching method, teaching activity, teaching resources, teaching surroundings, teaching periods, and teaching evaluation. (3) Arrange the eight explanation for preparing of visiting in NSTM: parents' agreement, special causes, course allocation, transport condition, outlay budget, secure order, special supports, care matter. 2. The conditions of teachers who use NSTM in advanced studying contains four methods: using library resources, participating teachers' research and study, partaking the development of the lesson plans and worksheets, and assisting to develop the lessons. 3. The teachers' expectation for NSTM are divided into five parts: the matching with teaching content and school curriculum, the variety of research and study, the more diversified and propagative channel, the preparing transportation for schools, and the advanced integrity of resource teachers system. The sample teachers' suggestions for teaching resource, teachers' research and study in NSTM, and other teachers are: 1. Suggestions to teaching resources: ground, equipment materials must be extended, and expanded; activity propagation should be more diversified and lively and exhibition content must be often changed. 2. Suggestions to teachers' research and study: requiring a variety of curriculum and the establishment of the resource teachers' system. 3. Suggestions to other teachers: having more visits to NSTM, participating the research and study for knowing how NSTM information and services and preparing well before the visit.