高瞻計畫科學教育課程評鑑之個案研究-當科學教育遇見原住民

本研究以CIPP模式評鑑個案學校科學教育課程實施情形，以南投縣R國中為研究的對象。依據CIPP評鑑模式之架構分為背景、輸入、過程與成果四個面向進行評鑑，所採用的研究方法有文獻分析法、文件分析法、訪談法、課室觀察法、問卷調查等方法。準此，本研究的研究目的如下：一、瞭解R國中實施高瞻計畫課程之緣起與情形；二、探討R國中的高瞻課程實施之歷程與成效；三、分析R國中實施至今所遭遇之困境與解決之道；四、總結上述分析，對日後高瞻課程規劃提出建議。本研究所獲致的研究結論為：一、學校地理環境及組織建置，有助於科學教育課程之發展；二、發展科學教育課程的困境為教師流動率高、志工家長、社區與學校間的合作交流略顯不足；三、科學教育實施具有成效，個案學校成果豐碩。根據結論，本研究提出了對教學實務方面與對未來研究方面的四項建議：一、加強原住民文化中的科學原理與現行中小學科學課程可關聯的科學概念議題與素材的研究開發；二、動手做與實際觀察體驗，是發展融入原住民文化的科學教育課程之重要途徑；三、日後進行課程模組推廣時，可先進行教師研習培訓；四、科學教育課程可結合更多領域，跨科學習，建立出一套個案學校特色課程。

關鍵字

高瞻課程；科學教育；課程評鑑

並列摘要

This study is using the CIPP evaluation model to examine the curriculum implications of Science Education in the case school, using R junior high school in Nantou city as an example. Based on the CIPP evaluation model, this study was separated into four main areas: context evaluation, input evaluation, process evaluation and product evaluation. The study is achieved through the literature review, documentary analysis, interviews, observations of classrooms, and questionnaire survey. The goals of this study are as follows: first, to understand how high scope program influence the R junior high school; second, to explore high scope course’s implementations; third, to analyze the curriculum of predicament and solution in R junior high school; fourth, summarize the above analysis and provide recommendations for the future science education plans or projects. The conclusions of the study are: first, the geographic environment, the establishment of organization can help the curriculum development of science education; second, to find out the curriculum of predicament encompass high teacher turnover and the cooperation between volunteer parents, community and school is not enough; third, science education implementation is effective. According to the conclusion, this study presented four recommendations on teaching practice and future research: first, strengthening the scientific principles in aboriginal culture that can be associated with current science curriculum in primary and secondary schools; second, the “hands-on” curriculum acted as an important channel for introducing aboriginal culture into the science curriculum; third, when the course module is promoted, teacher training can be conducted first; fourth, the science education curriculum can be combined with more fields, interdisciplinary learning, and establish a set of case school special courses.