「九年一貫」後現代課程之STS模組教學研究

A Study on Post-modern Curriculum of "New Ingrated Curriclum System in Taiwan" by Teaching STS module

陳穎慧

指導教授 ： 洪志明

國立臺灣師範大學/理學院/化學系/碩士(2000年)

摘要

廿一世紀已逐漸邁向後現代社會，人們在信念、態度、價值觀等方面產生重大改變。如何面對步調快速且多變的未來，成為教育的重要課題。傳統的學校教育難以培育「學習型」社會所需的人力資源，教育改革/九年一貫課程因應而起。
本STS(science/technology/society)教學模組研究設計之目的為：1.配合九年一貫課程之「教學創新」。2.符合後現代課程理念。3.運用多元領域之理論模型為架構設計模組，並了解「理論」與「實踐」之間的差距。4.強化學生職業訓練、生涯規劃等能力，縮短「學校」與「企業界」之落差。
本研究以循環式建構主義之研究流程(circle of constructivist inquiry)，將研究步驟建立在符合後現代哲學觀點的動態循環中，並採用質性研究—現象學分析法進行研究。由於現象學研究目的不在找法則、驗證假設，而是針對研究內容與對象的理解，及微觀層次的互動研究。因此研究之前不預設任何立場、不設立可能干擾主客觀意識的研究問題，僅討論模組與研究對象之深層意義，進而提升主客關係找出意識本質。
本研究透過STS模組之教學活動中觀察和理論間比較後，歸納得到九項結論：
1.STS教學可以達成九年一貫課程之目標與培養學生基本能力。
2.成功地將後現代觀點運用在STS模組當中。
3.所設計之STS模組確實能將多領域的理論模型融合設計而成。
4.STS模組設計與活動觀察中發現理論能與實際教學融合，解開「理論與實踐之間必然形成落差」的迷思。
5.電鍍模組的設計方式強化了學習者的職業訓練與生涯規劃。
6.學習者在STS模組學習活動中不僅提高對主題的學習興趣，更能在活動後持續延伸活動內容之學習於日常生活中。
7.學習者透過快樂自在的模組學習情境安排下，能進入高層次的學習狀態，解除了「輕鬆學習、快樂學習、知識概念的簡化、淺化，或沒有挫折的學習情境安排，將會降低學習水準」的迷思。
8.由電鍍活動學員的探討中發現：教師在「哲學觀」、「教育心理學」與「教育社會學」的「理論」與「實踐」結合能力培養上，仍需加強。
9.STS教學策略結合九年一貫課程大綱的運用，為教學創新良好策略之一。

關鍵字

後現代 ； 現象學分析 ； 電池 ； 電鍍 ； STS模組 ； HASH(0x9c3f5d4)

並列摘要

A Study on Post-modern Curriculum of
“New Integrated Curriculum System in Taiwan”
by Teaching STS Module
Yiing-Hui Chen
Abstract
In the 21st century, people are living in a post-modern society. People have changed so much in their belief, value, and attitude etc. Therefore, how to teach students to face the fast-moving and transiting society has become a top priority of education. Traditional education can’t cultivate suitable human resources required by a “learning” society. Judging from these, there comes an education reform, or New Integrated Curriculum System in Taiwan.
Therefore, the purposes of this Science/Technology/Society (STS) module teaching research are
(1)to work with the “creative teaching” emphasized in the latest education reform
(2)to work with the ideas emphasized in the post-modern curriculum
(3)to have cross-disciplinary structures as the foundation of this STS module and to narrow down the gap between “theory” and “practice”, and
(4)to help students improve their career training, to cultivate their ability to plan their future, and to bridge the gap between schooling and business.
The strategies adopted by this research are based on the circle of constructivist inquiry. Every step was taken to match the dynamic circle corresponding to the post-modern philosophy. Phenomenology analysis method of qualitative research was employed to finish the project. The phenomenological analysis focuses on the research content, trying to understand the research objects and their delicate interactions. Therefore, the research purpose is not to find rules or test/verify a hypothesis. Consequently, no particular stance was pre-taken in conducting the research. Besides, no research questions that are likely to interfere subjective/objective perspectives were raised. The research mainly discuss the deeper meaning between the purposes of research and the module in order to improve the relationship of the subjects and the objects and to find the essence of the consciousness of the module.
Through the observations made during the STS teaching activity and the comparison of theories and practice, nine conclusions were obtained.
1.The STS teaching is able to achieve the goals set in New Integrated Curriculum system, and students can acquire basic ability.
2.The research successfully integrated post-modern perspective into the STS module.
3.The module can integrate cross-disciplinary theoretical structures.
4.The module exploded the myth that “There must be a gap between the theory and the practice.”
5.The module can help students improve their career training and cultivate their ability to plan their future.
6.The STS teaching can heighten learners’ interest in learning, and the learners will expand their learning into their daily life.
7.The module exploded the myth that “easy, happy learning, or simplified knowledge or a learning environment will lower the students’ learning achievement.”
8.Teachers need to improve their ability in combining philosophy, pedagogic psychology and pedagogic sociology to put “theory into practice.”
9.The STS module can integrate with the curriculum guideline of New Integrated Curriculum System in Taiwan, making it one of the good education innovations.

並列關鍵字

post-mortem ； phenomenological ； analysis ； battery ； electroplate ； STS module

參考文獻

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