實察教學模式在地理科之運用—以核心素養為導向之課程設計為例

此研究期望為十二年國民基本教育新課綱上路之時，為國中地理科教師，尋找教學新方向，讓學生能夠藉由研究者所設計出的核心素養課程與指標，來增進學生學習地理的自主性、批判性與行動能力，最後成為新時代具備核心素養的公民。而本研究旨在探討實察教學模式在地理科之運用—以核心素養為導向之課程設計為例的地理課程教學。本研究設計第一階段先採取核心素養導向課程設計，此課程畫分為八大核心主題，其主要的目的皆為培養學生具備地理科核心素養，而核心素養的展現有賴教師設計課程時從教室出發，進而帶入戶外真實情境。第二階段則是教師真正帶領學生到野外進行實地考察，此考察之性質為總結性評量。學生藉由野外實察的過程中，能夠將其所觀察的內容加以記錄，同時亦能與同儕進行團隊合作，共同發現、討論與解決問題。而研究採取的研究方法為行動研究法，以國中106學年度八年級一個班級共9位學生作為探討。經由一連串的過程，本研究發現，學生針對問題之批判思考能力較不足，針對必須批判性思考能力及深層性思考能力的相關問題，學生仍須加強；再者，學生辨別資訊能力不足，當學生必須藉由app來搜尋資料時，常出現不知如何篩選資訊的能力，因此將所有資訊全部都謄寫至學習單。最後則是，學生表達能力仍須加強，學生面對問題，要完全擺脫學習單所記載的內容，用自己的話語來表達，仍須更多時間訓練學生，讓學生學會如何運用。最後本研究結果則是教師在進行核心素養導向課程設計與教學時，學生能產生學習行動之改變，不再只是依照教師所說的內容進行被動式學習；此外，藉由指標得以瞭解學生確實具備核心素養能力或尚有哪些不足之處；最後則是讓教師藉由實察教學課程設計與教學，能夠讓學生培養自主學習與情境式融入學習。

關鍵字

核心素養；地理實察

並列摘要

The mean significance of the arcticle is discussing the model of teaching field research which operates in Geography subject.It is an example of teaching Geography with a curriculum-design for orientation of core competency. The Research design of the first stage has based on the curriculum of core competency,which has divided into eight core themes. The main purpose of the reasearch is cultivating the students who have the geography core competency.However,the teacher,who wants to show the students core competency, must go out from the classroom,and brings students to outdoor real situation.And the second stage,the teacher brings syudents outside for field work. The nature of this investigation is summative assessment.Students can record what it observes by the process of field work.It can also work, discover, discuss and solve problems together with colleagues at the same time by teamwork.The Action Research is the research methods of the article, and select 9 students in same class of eighth grade in year of 2017. 　　The article hope the Geography teacher of junior high school can find a new way of teaching since the new curriculum guidelines of 12-Year Basic Education Curricula start to operate. Students can improve their autonomy, critical and activity of action by the curriculum of core competency and index which design from researcher. Finally, they can become citizens who have core competency. Through a series of processes, this study finds that students' critical thinking ability for problems is insufficient, and students still need to strengthen the problems related to critical thinking and deep thinking skills. In addition, students lack the ability to discern information. When students must search for information through the app, they often appear to be unaware of how to decorate the information. Therefore, all information is written to the study form. Finally, the students’ ability to express must still be strengthened. Students must completely get rid of the contents of the learning list in the face of problems, and use their own methods to express. We still need more time to train students so that students can learn how to use them. At last,the research result is the teacher,who is teaching and designing the core competence-based curriculum design,must make the students change their learning activities. No longer just passive learning based on what the teacher says. In addition, through the indicators to understand that students who have core competency skills.At the same time, what are their deficiencies? Finally, teachers are taught and designed through field work.It can allow students to develop autonomous learning and contextual integration. Keywords: core competency, field work