科技素養融入學校本位特色課程之實踐與成效評量：一所行動學習典範國小之個案研究

「素養」為各國教育改革中重要的核心議題，「科技素養」尤為重要，使得學生在面對未來快速變化的時代，能落實「學以致用，用以致學」的能力。本研究以十二年國教為本，透過一所以「學校本位特色課程運用科技輔助學習」方案的偏鄉國小之個案研究，回溯並探究個案學校推展「學校本位特色課程」脈絡，來釐清運用科技輔助學習之歷程，更因應十二年國教統整並建構以科技素養為導向的學校本位特色課程，進而發展「科技素養標準本位評量」，據此分析個案國小六年級36位學生科技素養表現情形與「學校本位特色課程」之間的關聯性，而產出本研究目的有三：1.探討個案國小發展與實施科技素養融入學校本位特色課程歷程；2.基於上述校本特色課程，發展個案國小「科技素養標準本位評量」；3.基於上述校本特色課程與發展出「科技素養標準本位評量」，檢視個案國小學生科技素養學習成效與校本特色課程之間關聯性。以下依研究目的說明分法與結果： (一)、分別採用個案研究法，推展學校本位特色課程脈絡共歷經16年載，以環境教育與文史教育作為校本課程內涵。建構出四大特色課程，來落實學校本位課程目標，對應課程目標的學生圖像。特色課程皆以數位工具輔助學習，透過申請教育部(局)計劃案，達到實踐計畫案與落實特色課程相輔相成的合作機制。特色課程永續經營成功關鍵性包含：「課程領導人」、「志工組織」、「專家學者顧問團」，「社群媒體平台」，「課程實施時機」。而特色課程發展困境與挑戰-「人為因素」也就是找不到「接班人」成為個案學校課程發展永續的未來考驗。 (二)、編製具信、效度之科技素養標準本位評量，發展科技素養標準本位評量歷程包含「評量試題」與「評量標準」，明確對應兩大主軸架構：「108課綱」之《國小科技教育與資訊教育課程發展說明》與個案學校特色課程之「雙向細目表」的學習重點，依此作為學生學習成效，即是「科技素養」能力標準指標。 (三)、進行正式施測並分析學習成效與特色課程的關聯性，學習成效與校本特色課程的關聯性是檢視課程、教學與學生學習狀況的三角關係。個案國小六年級36位學生施測結果，科技教育構面未達科技素養能力，資訊教育構面已達到科技素養能力，為學生完成了六年完整特色課程後，對特色課程學習所做的總結性評量，作為在畢業前對自身科技素養能力的檢測依據。本研究結果提供給教育單位在發展國小科技素養評量工具參酌的範本，也提供給他校作為發展以科技素養為導向的學校本位特色課程作為參照，以利於方向性及實質性的建議及作為，縮短及免除人力、時間在發展規劃上多餘的耗費，更提供給個案學校作為未來在課程規劃上，運用科技時能更有效及精準掌握學生素養培養的方向依據，以期作為未來相關領域學者及教師發展評量工具與進行教學設計之參考。

關鍵字

科技素養；特色課程；學習成效；成效評量

並列摘要

"Literacy" is an important topic in education reform in many countries. "Technology literacy" is more important than "Latency." The education and cultivation of "technological literacy" enable students to equip with the capabilities of "learning to apply, learning to apply." This study is based on the 12-year compulsory education through a case study of a rural elementary school. This study explores the progress of a school in the configuration of its “school-based featured curriculum using technology to auxiliary learning” and develops the standard-based assessment tools. Accordingly, we analyzed the relationship between the science and technology literacy performance of 36 elementary school students in the sixth grade and the "school-based featured curriculum." Purpose of this study showed as below:（1）To explore the development process and technology literacy implementation of individual elementary schools in the school-based featured curriculum. （2）To develop the assessment tool of the science and technology literacy for elementary school students based on the school-based featured curriculum. （3）Based upon the developed assessment tool, we analyzed the relationship between the learning effectiveness in science and technology of individual elementary school students and school-based featured curriculum. The purpose of this research is to use the case study method to explore the "school-based featured curriculum" of the cased school to complete reliable and valid science and technology literacy standard-based assessment, "Technology Literacy Standard Assessment." Through formally implement the test and analysis of both learning effectiveness and relevance in featured curriculum, the following conclusions are reached. （1）Promotion of the school-based featured curriculum. It takes 16 years to implement school-based featured curriculum based on environmental education and cultural history education. This composed of four distinctive curricula to implement the school-based curriculum goals and correspond to the student images of the curriculum goals. Using digital tools as the assisted learning tool, it helps implement the school-based curriculum. With funding from the Ministry of Education (Bureau) Program, we can purchase technology products and achieve a cooperative mechanism that complements the implementation of practical plans. The key to the success of sustaining operation of school-based curriculum is - "Courses Leaders", "Volunteer Organizations", "Experts and Scholars Advisory Group", "Social Media Platforms", "Course Implementation Timing." The dilemma and challenges of developing school-based curriculum is the "human factor" such as retirement or other factors. Thus, cultivating a "successor" is a current difficulties and challenge for program development. It is also the future topic for the school's curriculum sustaining development. （2）Process of "Technology Literacy Standards-based Assessment." It includes the development of "evaluation questions" and "evaluation standards." This shows clearly and explicitly corresponding to the two main idea such as the " curriculum guidelines of 12-year basic education" in curriculum development content and the "two-way detailed list" learning focus in school-based curriculum. Therefore, this assessment serves as good standards to qualify students' learning performance. （3）To evaluate the connection between learning performance and school-based featured curriculum. It works through reviewing the connection among curriculum reviewing, instruction and learning performance. For example, this study conducted the assessment test in 36 elementary school students in the 6th grade. The results concluded that the technology education component had not reached the technology literacy competency and the information education component had fulfilled the technology literacy competency. This study has contributed to education units. It can be used as a reference for science and technology literacy development assessment tools in elementary school. To the other schools, this study can served as a reference for developing science and technology literacy-oriented school-based featured curriculum. This study will help in having the direction, practical suggestions, actions, shortening and eliminating the unnecessary consumption of manpower and time in development planning. On the other hand, it provides the cased school a basis for more effective and accurate direction in student literacy training upon using technology in curriculum planning. In the future, we expected this result contribute a good reference to scholars and teachers in related fields and develop evaluation tools in education design.