探究科技領域課程在實踐上的挑戰：文化歷史活動理論視角

科技領域為108課綱中新設立的領域課程，本研究目的在於探討在教師的經驗脈絡下，踐行十二年國教科技領域課程的現況與挑戰，本研究以文化歷史活動理論為分析架構，深入訪談六位科技領域在職教師與四位科技領域專家學者，歸納四個主要的研究結果：新課綱擾動教師主體原有的教學、教師在教學與評量實踐上有其挑戰、社群對教師在教學與評量實踐的支持仍不足、科技中心與輔導團的協作與分工有待強化。依據研究結果提出兩項結論與建議：首先，應提升對教師教學與評量實踐的支持，因新課綱擾動教師的教學，教師教學與評量的實踐有其挑戰且社群的支持仍不足，因此，科技中心與輔導團應強化對教師在教學與評量實踐上的支持；其次，應強化科技中心與輔導團的協作與溝通。在各縣市課程協作機制與領導下，科技中心與輔導團應協調與分工，提供適切研習課程以滿足教師的需求。由縣市政府主責進行協調，科技中心與科技領域輔導團有效地協作與分工以發揮其綜效。

關鍵字

十二年國教；科技領域；教學與評量

並列摘要

Technology has become compulsory course for the new curriculum guideline, which has been conducted since 2019. This study uses Cultural Historical Activity Theory (CHAT) as an analytical framework, and aims to explore how teachers implement the technology course. A total of six teachers and four domain experts received semi-structure interview so as to unveil the plausible challenges. Four major issues are yielded as follows: Conducting the new curriculum indeed challenges teachers, teachers need to be supported with the guidance of instruction and assessment practices, the support from related community is not sufficient, and the technology center and guidance group should coordinate so as to support teachers in various aspects. Based on the results, this study further proposed two suggestions. Since the teachers face the challenges when implementing the new curriculum, the supports of the related community should be strengthened. Secondly, the coordination between technology center and the guidance group under the governance of the city should be enhanced so as to increase the effectiveness when supporting the teachers.

並列關鍵字

12-year basic education ； technology domain ； instruction and assessment

參考文獻

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