教學媒體在生活科技課程上的運用

黃添勇

《科技教育課程改革與發展學術研討會論文集》 2003期 (2003/06) Pp. 101-107

https://doi.org/10.29495/CITE.200306.0101

摘要

生活科技課程隨著九年一貫新課程的實施，在教學時間及教學內容上有大幅度的調整。隨著授課時間減少，教學內容也隨之簡化，以利學生吸收“但科技素養內容卻未能儉省，反之，科技素養隨著科技的進步而越多元，也越形重要。所以，身為一位生活科技教師，如何在有限的時間發揮無限的可能，將生活科技的精髓授與學生，實為一件重要的課題。
本研究將就教學媒體之重要議題，諸如教學媒體的認識、教學媒體的理論基礎、教學媒體的特性、選擇教學媒體的因素、教學媒體的運用、科技教育常用之教學方法與教學媒體等方面做介紹。希冀能從中了解到如何善用教學媒體於生活科技課程上，圖「事半功倍」之效。

關鍵字

媒體 ； 媒介 ； 教學媒體

並列摘要

With the implementation of Nine-year Integrative Curriculum, the subject of ”Living Technology” encounters a great-scale adjustment, both in the teaching hours and the teaching contents. With the reduction of the teaching hours, the content consequently has to be simplified so that the students can easily absorb the content of this subject. However, the technology literacy and science content seem unable to be simplified. With the advance of technology, the technology literacy seems to become more multiple and more important. Therefore, being a teacher of ”Living Technology,” how to create the unlimited possibility in the limited hours and teach the essence to the students becomes an important issue.
This research aims to discuss some important issues in ”Teaching Media,” such as the understanding of the ”Teaching Media,” the theoretical foundation of ”Teaching Media,” the characteristics of ”Teaching Media,” the factors to select appropriate ”Teaching Media,” the real use of ”Teaching Media,” and the relationship between common-used teaching methods in ”Scientific Education” and ”Teaching Media.” From this research, I do hope to find out the best way to apply ”Teaching Media” to the subject of ”Living Technology” and enhance the effect of the teaching and learning.