科學教師學校本位課程發展信念與實踐之個案研究

A Case Study on Science Teachers' Belief and Practice of School-Based Curriculum at Elementary Schools

蘇禹銘(Yu-Ming Su) ； 黃台珠(Tai-Chu Huang)

《科學教育月刊》 324期 (2009/11) Pp. 2-13

https://doi.org/10.6216/SEM.200911_(324).0001

摘要

本研究之目的在探討一位國小科學教師學校本位課程發展信念與教學實踐的情境脈絡，及對學童的學習成效的影響。經由訪談、教學觀察記錄、數位錄影記錄、學童高峰會議等方法，收集有關教師學校本位課程發展信念與實踐及學童學習成效的資料。經過資料分類與編碼，再分析歸納與三角校正的過程形成研究主張。研究結果顯示：楊老師（代號）認爲要有效發展學校本位課程以擴展學童科學知識能力，「教師學科專業知識」、「激勵學習」、「暢通的回饋管道」與「樂趣的學習」等四個面向是須考量的因素。學童經由本次的學習活動感受到，實驗與觀察的探究學習能激發想像力。同時認爲自然課應是富有趣味性、安全、多鼓勵與生動活潑的。

關鍵字

學校本位 ； 科學課程

並列摘要

One of the purposes of this study is to explore a science teacher's teaching belief of the school-based curriculum, his teaching practices and context and his teaching on pupils' learning effect. Data of the science teacher's teaching belief of the school-based curriculum and his teaching on pupils' learning effect were collected through teaching observation, interview, video-taping and students' summit. Dialectic framework was used to analyze the data yielded from the collection. The result showed that the way to practice the school-based curriculum effectively is to broaden students' science knowledge, teachers' pedagogical content knowledge, motivated learning, fluent feedback channel and fun learning. Through the learning, students understand that experiment and observation can stimulate imagination and science class should be full of fun, safety, encouragement and vividness.

並列關鍵字

science teacher ； school-based curriculum