近年來由幾項學生能力國際評比結果可知,臺灣學生的數學與科學素養雖然名列前茅,然而在學習興趣與自信、敘事說理、論證思辨、參與力與解決問題的能力上相對較弱,這樣的現象似乎說明學生的科學與數學知識似乎不錯,然而人文素養仍有待加強。因此本研究旨在整合科學素養與人文素養,目的在以跨科學與人文的精神提升學生的學習興趣,同時著力於課程的統籌規劃,實施協同教學以提升教師的跨領域教學能力。本研究從課程的教材設計及教材教法上,具體落實「跨科際」的教學以達到人文與科學融通的理想教學目標。本研究以臺灣南部某所二技護理系一年級54位學生為實施對象,透過修讀「中國語文能力」課程,針對「自然生態的關照」單元設計教學活動,安排共計4週8小時跨科際的教學,分別由研究者及協同跨領域的老師,進行融通生物科學與物理學的跨領域教學,並於課程結束後,實施問卷調查以收集修課學生的學習進程資料,並進行資料分析。本研究發現藉由跨領域的教材設計,動手做的體驗教學,能激盪學生的多元思維,將知識與生活科技相互呼應,並且透過動手做的教學活動體驗理論知識的內涵,開展出各具特色的生活美學,建立屬於學生獨特的學習成果。研究者並藉由每堂課的教學反思,了解學生的不同意見及需求,提供相關領域學者進行創意教學的參考。
Currently, the results of international students' assessments reported that Taiwanese students have excellent performance in mathematics and science, whereas most of students have fewer interests in and low self-confidence in learning mathematics and science. They also lack for logical thinking and problem-solving abilities. In general, most of school settings pay much more attention to the cultivation of students' mathematics and scientific knowledge and practical skills but not to enhancing students' humanistic literacy. This study implemented a 4-week 8-hour transdisciplinary teaching intervention to integrate both humanities and science knowledge in a Chinese Language course for improving students' interests and imagination. I conveniently selected a total of 54 sophomores with major in nursing from a University of Technology in southern Taiwan to participate in this study. The researcher served as a main instructor, and the other two instructors joined the teaching team and provided innovative suggestions to the main instructor during the intervention. All the participants filled a questionnaire to assess their learning performance at the end of this study; students were requested to complete study sheets and assignments per week. The current study found that most of students have improved their high level of logical thinking and imagination. Moreover, they could apply content knowledge into individual daily life and express the aesthetics of life themselves. The author also obtained obvious benefits for modifying her teaching strategy and understanding of students' needs through a reflection process, which might provide a deep insight for future related studies.