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|Abstract:||科學統整課程的設計與實施，近幾年來在台灣引起了相當多的討論甚或是爭議。曾有研究指出新課程或教學方法在學校實施的成功與否， 往往取決於第一線任課老師對此新課程或教學方式的態度或支持程度（Dori and Barnea, 1997; Hamilton and Gingiss, 1993; Kulinna and Silverman, 2000; Probart et al., 1997）。 故若能針對當前科學教師對統整課程或教學的態度與觀感進行深入的剖析與探究， 對於未來科學統整課程的設計、發展、實踐、甚至是在學校實行的可行性都會有許多正面的啟示與寓意。 本文的主要目的便在透過半結構式晤談的方式，來深入探討並了解三位地球科學任課教師在其任教學校實施「地球系統為整合主軸之多元化教學模組」後， 對於該科學統整課程與教學之建議與觀感。本個案研究的三位地球科學教師分別來自台灣北部、中部以及東部之公立高中，均具有六年以上之豐富教學經驗，熟稔各種教學方法。三位教師在經過八週（六節課，每節50分鐘）之研究教學後，接受研究者安排之個別晤談。 分析晤談資料顯示三位教師對此多元化教學模組均抱持肯定與支持的態度，並表示此科學統整課程相當值得在中學階段推行實施。教師們亦認為透過以「地球系統」為主軸之統整教學，學生可以學習到尊重不同的意見與看法，多面向的角度去思考問題，並能發揮團隊合作的精神嘗試以理性的方式解決問題，甚而也改變了學生對於求取知識的方式與態度等等， 但在統整課程之教學目標與活動時間的掌控上則是教師們感到較困擾之處。|
The issues regarding design and implementation of the integrated science curricula have been much discussed and debated during the past few years in Taiwan. Many research studies have pointed out that the successful implementation of an innovative curriculum or instructional method mostly depends upon the positive attitude of the classroom teacher. (Dori and Barnea, 1997; Hamilton and Gingiss, 1993; Kulinna and Silverman, 2000; Probart et al., 1997). In order to inform researchers on the issues of design, development, implementation, and practicability of the future integrated science curricula, it is critically important to gain a deeper understanding of attitudes and concerns that teachers bring to the classroom. The purpose of this study was to conduct in-depth semi-structural interviews with three earth science teachers after they had implemented an Earth-System Integrated- Theme Instructional Module (ESITIM) in their classrooms, with the aim of exploring their perceptions of the ESITIM. The case study involved three earth science teachers from three public senior high schools located in the northern, central, and eastern regions of Taiwan. These teachers had at least six years of experience teaching earth science and were familiar with a variety of teaching methods. Depth interviews were conducted after the 8-week implementation of the ESITIM. The analyzed data indicated positive and supportive attitudes toward the ESITIM on the teachers' part and optimistic opinions about the viability of implementing an integrated science curriculum in senior high schools. Besides, teachers expressed the advantages of the ESITIM in terms of encouraging students to respect and value others' ideas, looking at problems from different perspectives, working together with their peers to solve problems, and changing their ways of and attitudes toward pursuing knowledge. Past research by and large had focused on theorizing, defining or elaborating the integrated curriculum with the population of elementary students. The results of the current case study can therefore fill the void by providing insight into the instructional and implementational aspects of an integrated science curriculum in the senior high schools.
|Appears in Collections:||教師著作|
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