國小自然科第十二冊STS教材的研發與試驗

FUSING CONSTRUCTIVISTIC TEACHING AND STS THEME INTO THE NATIONAL CURRICULUM: A CASE STUDY IN TAIWAN

蘇育任(Yu-Jen Su)

《國民教育研究集刊》 7期 (1999/12) Pp. 31-49+51

https://doi.org/10.7038/BREE.199912_(7).0002

摘要

我國過去的科學教育大抵著重於精英份子的培養，社會上的多數公民並未受充分裝備以解決社會的現實問題，亦沒有能力作負責的抉擇；欲使下一代完成學業的高中生具有恢宏的視野與國際觀，必須讓這群未來的公民充分明白整個社會的實況，並將科學、環境、科技與社會相互間的關係釐清。我國目前正如火如荼地進行的九年一貫新課程改革，實可說是因課程學者與科教專家普遍察覺到臺灣現今面臨全新的挑戰，新奇的問題以及層出不窮的爭議。由於九年一貫課程十分重視新科技之教學，特別將自然與科技結合；科教學者以及課程專家無不認為欲使學生有能力因應高科技社會錯綜複雜的挑戰，實須採用STS課程的真義及精髓，除了設計新的課程與教材之外，更須實施全新的教學與學習理論，以嶄新的目標與哲學為基礎，全面進行革新。本文係個人近年來致力研究的部份成果，屬於系列文章之一。首先概述下一世紀我國科學教育課程的根本目標與精神，接著闡述STS課程的精髓以及其教學原則和模式；繼而詳述本人參與板橋國校教師研習會自然科課程開發與研究會，吾人為因應九年一貫課程的實施，嘗試設計發展STS教材與教學策略，以國小自然科第十二冊進行試驗的整個相關情況，盼望STS教育理念能夠落實於我國新世紀的科學教育中。

並列摘要

Over the past ten years, Taiwan has experienced tremendous changes in different aspects of political, social and cultural dimensions. To cope with the rapid changes and demands of the whole society, a general thrust of public attentive for educational innovation has come into the foreground which gives added dimensions to the environment in which science teachers presently operate. Among the most widespread curriculum reform being proposed as part of the present school restructuring moment are those based on a constructivist conception of learning. The product of about two decades of cognitive science research, this conception emphasizes personal meaning-making on the part of the learner; it also stresses the learner's ability to connect new curriculum content with previously stored, relevant understandings and the importance of how knowledge is stored and organized in long-term memory. The crucial issues such as energy resources, the environment, information technology and S-T-S interactions, which have greatly influenced school science curriculum design in the United States and Japan, should be incorporated into the new school science curriculum when conducting curricular reform. In this article, a brief sketch of the new curriculum reform and curriculum standards of the primary school science will be firstly described, including the organization of the Working Committee and the whole process of curriculum development. And then in the subsequent section, one of the teaching materials which addresses the constructivistic learning, STS interactions, problem solving skills and scientific literacy will be presented. Finally in the last section, the results and findings from this curriculum reform try-out will be reported and discussed.