「九年一貫」後現代課程之STS模組教學研究

陳穎慧

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「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 , Masters　　Advisor：洪志明　　

繁體中文

後現代；現象學分析；電池；電鍍； STS模組； HASH(0x9c3f5d4) ； post-mortem ； phenomenological ； analysis ； battery ； electroplate ； STS module

Abstract │ Reference (127) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

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.

Reference ( 127 ) 〈TOP〉

李遠哲(2000)：專題演講：我對中、小學科學教育的看法/新世紀中、小學自然科學課程與師資培育研討會。台北市：國立台灣師範大學。
連結：
胡幼慧主編(1996)：質性研究。台北市：巨流。
連結：
施振榮(1998)：鮮活思維—人生以享樂為目的。台北市：聯經。
連結：
品川嘉也(1989)：右腦決勝術。台北市：中央日報。
連結：
徐慧萍(2000)：國中STS模組開發與教學研究 : (1)除濕劑(2)保鮮膜。碩士論文--臺灣師大化研所。
連結：

Times Cited (3) 〈TOP〉

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