自然與生活科技領域能力指標詮釋、轉化與驗證之研究
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2005
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Abstract
本研究旨在探討九年一貫課程「自然與生活科技」領域，第四階段「科技的發展」及「設計與製作」兩項能力指標之詮釋、轉化與驗證。為達研究目的，採取專家座談與合作行動研究之研究方法進行。研究步驟首先探討能力指標詮釋與轉化之方法與策略，形成「科技的發展」及「設計與製作」能力指標之具體詮釋內涵，以作為能力指標轉化與驗證之基礎；接著以其中六項能力指標為依據，轉化發展MST整合模式教材。最後透過合作行動研究之方式，從教學現場的實際教學與資料蒐集，來驗證詮釋與轉化結果之可行性，藉此探討學生能力的表現。經由上述的研究歷程，獲得之研究結果如下：
一、能力指標之詮釋
建立「自然與生活科技」領域第四階段中「科技的發展」及「設計與製作」共17項能力指標之具體詮釋內涵。能力指標的具體詮釋，有助於能力指標之教學轉化及檢核學生能力之運用。
二、能力指標之轉化
依據「科技的發展」及「設計與製作」能力指標，以MST整合課程模式，轉化發展一MST「橋樑」主題教材。此教材符合與能力指標之對應，且確實可行。
三、能力指標之驗證
因為教材中包含多元能力指標，因此欲瞭解學生之能力達成與否，需掌握能力指標之核心概念，採取不同評量方式在不同學習情境下，來檢核學生能力表現。此外，對於學生在知識與應用之間的連結，教師應予以協助，方能使學生從認知的階段到擁有「帶著走的能力」。
The purpose of this study was to interpret, transform, and verify competence indicators in the fourth learning stage of “Development of Technology” and “Design and Making” in Science and Living Technology curriculum. To achieve the object, the methods of the panel discussion and cooperative action research were used. The major findings of were as follows: 1. The interpretation of competence indicator Seventeen concrete interpretations of the fourth learning stages of “Development of Technology” and “Design and Making” in Science and Living Technology curriculum were established. The specific interpretations of competence indicators were helpful for teachers to transform the competence indicators into practical education and to examine students’ application of competences. 2. The transformation of competence indicator From the interpretation of competence indicators and MST integration approach, the thematic teaching material “Bridge” was developed and the competence indicators could be successfully transformed into the teaching materials. 3. The verification of competence indicator Based on the result of the action research, it is necessary to control the central concept of the competence indicator to realize the achievement of students’ abilities and take various evaluation methods under different learning situations to exam the students’ performance. Furthermore, it is essential for teachers to guide students to connect knowledge and practice; thus, students not only understand but are “able to apply” as well.
The purpose of this study was to interpret, transform, and verify competence indicators in the fourth learning stage of “Development of Technology” and “Design and Making” in Science and Living Technology curriculum. To achieve the object, the methods of the panel discussion and cooperative action research were used. The major findings of were as follows: 1. The interpretation of competence indicator Seventeen concrete interpretations of the fourth learning stages of “Development of Technology” and “Design and Making” in Science and Living Technology curriculum were established. The specific interpretations of competence indicators were helpful for teachers to transform the competence indicators into practical education and to examine students’ application of competences. 2. The transformation of competence indicator From the interpretation of competence indicators and MST integration approach, the thematic teaching material “Bridge” was developed and the competence indicators could be successfully transformed into the teaching materials. 3. The verification of competence indicator Based on the result of the action research, it is necessary to control the central concept of the competence indicator to realize the achievement of students’ abilities and take various evaluation methods under different learning situations to exam the students’ performance. Furthermore, it is essential for teachers to guide students to connect knowledge and practice; thus, students not only understand but are “able to apply” as well.
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Keywords
能力指標, 詮釋, 轉化, 驗證, competence indicator, interpretation, transformation, verification