從課程校準觀點探討新加坡科技教科書對我國生活科技教科書的啟示

我國中小學在升學掛帥的環境裡，常無法有效培養學生的科技素養。反觀同為華人社會的新加坡，一方面學生在PISA、TIMSS以及Pearson Learning Curve都有卓越的表現，其相當於臺灣生活科技的「設計與科技」（Design and Technology, D&T）教育則相對較落實，除了D&T被列入新加坡─劍橋普通級（'O' level）考試科目之外，D&T的課程、教材、教法和評量相互校準，值得探究與標竿。本研究因而採課程校準（curriculum alignment）理念，從新加坡D&T教材─教科書─切入，進行內容分析，分析其與D&T其他課程層面校準情形以及和發展中的臺灣十二年國教課程總綱生活科技核心素養對應情形。本研究結果繹理出對臺灣未來十二年國教生活科技課程教科書編審的啟示如下：須展現設計與製作兼顧的科技教育核心價值，該系統化規劃出連貫銜接的課程，應以質量並重的學習評量引導學生達成學習成效。

關鍵字

新加坡；課程校準；生活科技教育；設計與科技課程

並列摘要

Taiwan has a diploma-oriented culture and this makes it difficult for elementary and secondary schools to effectively equip students with technological literacy. In contrast, students in Singapore not only perform well on PISA, TIMSS, and Person Learning Curve, but also regularly receive technological literacy education in Design and Technology (D&T) courses, primarily because D&T is listed in the Singapore-Cambridge General Certificate of Education (Ordinary Level) Examination (GCE 'O' Level) and curriculum, teaching materials, instructional methods, and D&T assessment align with each other. Thus, the above alignment in Singapore is worth exploring and benchmarking. Based on the concept of curriculum alignment, this study employed content analysis to explore D&T textbooks to examine how they align with other areas and to look for any implications that can be drawn for Taiwan. Consequently, the following suggestions are offered for Taiwan's Living Technology textbooks: the core values for design and making should be demonstrated, systematic course articulation should be well planned, and qualitative and quantitative assessments should be adopted to increase learning effectiveness.