國中生活科技教師教授十二年國教新課綱所需之教學專業能力

Abstract

本研究的主旨在於探討十二年國教下國中生活科技教師所需具備的教學專業能力，將以科技教學內容知識（Technological Pedagogical and Content Knowledge, TPACK）為基礎架構發展之。為達研究目的，本研究實施三回合的修正式德懷術（Modified Delphi Method, MDM）問卷調查，邀請十二年國教科技領域生活科技專業領域的大專院校教授及專家學者、全臺現職國中生活科技科之校長與正式教師等13位研究對象組成專家小組，以確認我國國中生活科技教師在十二年國教下所應具備的教學專業能力。第一回合的問卷由文獻整理與專家確認後發展而來，第二、三回合問卷則是透過蒐集並統整專家小組之意見發展之。根據研究結果，本研究提出了三項研究結論：(1)國中生活科技教師教授十二年國教所需之教學專業能力包含六大構面、26個項目及12個子項目；(2)十二年國教國中生活科技教師應具備：專業教學策略與評量、動手實作、規劃生活科技教室之環境與設備、管理生活科技教室之環境與設備、蒐集並能運用適當的教學科技與媒體於教學、設計適當實作教學活動等六項重要核心知識；(3)因應十二年國教，國中生活科技教師需要新具備應用新興科技、實踐科技問題解決與設計製作、教授高層次思考與跨學科整合、執行計畫與專案、規畫與管理生活科技教室等知識。此外，本研究亦針對甄選國中生活科技教師提出相關建議，包括：(1)應重點評估教學策略、動手實作、教室管理及教學科技應用等能力，(2)結合試教觀察和專業問答，開設「實作活動」、「課程設計」、「生活科技教室管理」三個方向的課程以提升教師教學專業能力。The purpose of this research is to explore the teaching professional abilities required by junior high school living technology teachers under the 12-year basic education curriculum, which will be developed based on Technological Pedagogical and Content Knowledge (TPACK). To achieve the purpose of the research, this research implemented a three-round questionnaire survey using the Modified Delphi Method (MDM) and invited university professors experts, and scholars in the field of living technology, as well as current living technology teachers in Taiwan. A group of 13 experts was formed to confirm the teaching professional abilities required for junior high school living technology teachers under the 12-year basic education curriculum. The first-round questionnaire was developed through literature review and expert confirmation, while the second-round and third-round questionnaires were developed by collecting and integrating the opinions of the expert group.According to the research purpose of this study, there are three main conclusions: (1) The teaching professional abilities required by junior high school living technology teachers to teach 12-year basic education curriculum include six major aspects, 26 items and 12 sub-items; (2) Junior high school living technology teachers under the 12-year basic education curriculum should possess six important core competencies: professional teaching strategies and assessment, hands-on practice, planning the environment and equipment of technology classrooms, managing the environment and equipment of technology classrooms, collecting and utilizing appropriate teaching technologies and media, and designing suitable hands-on teaching activities; (3) Under the 12-year basic education curriculum, junior high school living technology teachers need to acquire new knowledge in applying emerging technologies, practical problem-solving and design in technology, teaching high-level thinking and interdisciplinary integration, executing plans and projects, and planning and managing technology classrooms. In addition, this study provides relevant recommendations for the selection of junior high school living technology teachers, including (1) focusing on evaluating abilities in teaching strategies, hands-on practice, classroom management, and the application of educational technology; (2) combining teaching demonstrations and professional interviews, and offering courses in three areas, which are “hands-on activities”, “curriculum design”, and “living technology classroom management”, to enhance teachers' professional teaching competencies.