科技教育在國中階段學校本位課程實施之研究

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2005

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本研究嘗試藉由訪談學校相關人員,從學校整體觀點了解現階段國中學校本位課程發展模式與作法,並由自然與生活科技領域的學校本位課程實施中,進一步探討科技教育在學校本位課程實施之現況與具體作法。為達成此一目的,本研究採用訪談法,選取臺北市四所實施學校本位課程的國中,訪問其行政代表、自然與生活科技領域召集人、生活科技教師代表,由學校本位實施概況、課程設計、行政支援、教師專業、資源運用、成功特質與困難點等方向進行訪談。 根據訪談結果提出結論如下:一、在國中階段學校本位課程實施模式與作法(一)學校本位課程實施現況:1、結合地區特色與六大議題等,發展學校特色。2、學校整體規劃時間區塊實施,設計架構方便執行。3、透過各層級會議進行協調與整合。(二)學校本位課程成功之因素:1、善用九年一貫課程的課程彈性,推動校內的學校本位課程實施。2、校內成功的課程領導。3、教師的配合度高。(三)學校本位課程實施之困境:1、各領域爭取授課時數,排擠學校本位課程實施時間。2、家長與社區的參與度較低。3、校內有兩種意見相互抗衡。 (四)學校本位課程之未來趨勢:1、透過課程評鑑過程改進實施模式。2、仍持續受到國中基本學力測驗之影響。3、學校本位課程實施時間趨向時數減少、次數變少。4、透過社區及家長參與,帶入更多元資源二、在國中階段自然與生活科技領域在學校本位課程現況與具體作法(一)學校本位課程在自然與生活科技領域實施現況:1、採用自然和生活科技關連較大的主題進行連結。2、採融入式實施。3、各領域或各科開設特色課程。(二)學校本位課程在自然與生活科技領域成功之因素:1、善用學科特質,進行課程設計。2、於領域會議上示範教學、共同學習。3、以基測閱讀關鍵文章方式進行。(三)學校本位課程在自然與生活科技領域實施之困境:1、人力支援方面2、主題尋覓不易3、初期課程設計負擔重(三)學校本位課程在自然與生活科技領域之未來趨勢:1、自然學域在彈性授課節數有增加之趨勢2、朝向人力、物力的精簡3、依據學校規模設計合宜的課程與進行方式 三、在國中階段科技教育在學校本位課程現況與具體作法(一)學校本位課程在生活科技學域實施現況:1、採活動課程進行主題式統整2、生活科技支援自然,設計出理論和應用兼具的課程(二)學校本位課程在生活科技學域成功之因素:1、朝向多元課程,開發學生多元能力2、配合課程的預備與銜接工作3、生活科技教師積極參與(三)學校本位課程在生活科技學域實施之困境:1、生活科技教師員額不足2、生活科技教師沒有想出支援學校本位課程的主題(三)學校本位課程在生活科技學域之未來趨勢:1、開發出適切的主題2、善用環保材質,進行設計製作。3、結合生涯輔導。 並對國中階段科技教育實施學校本位課程提出建議:(1)科技教師積極開發以生活科技為主題,又能兼顧自然理論的活動設計課程。(2)學校本位雖不是以生活科技為設計的主軸,但仍有切入的點。(3)積極與領域各類教師溝通,以爭取生活科技在學校本位課程的舞台。(4)融入社區資源,增加家長的參與。(5)依規定學校應增聘生活科技教師。
This research reveals the modes and practical ways of junior-high school-based curriculum development through interview with relevant people at school. Furthermore, the practice of technology education is particularly focused in school-based curriculum. For this purpose, interview method is in use with administrative staffs, living technology teachers, and the leader of natural science and living technology from four junior high schools in Taipei city. These people are interviewed from aspects of practice of school-based curriculum, curriculum design, administrative support, teachers’ professional knowledge, resources application, successful traits, and difficulties. The following passages introduce the specific practice and details at present of technology education in junior high school. Practice at present: 1.Using activity curriculum for topic-centered integration. 2.Living technology supports natural science to design curriculum with both theory and practical application. The factors that make school-based curriculum succeed in living technology 1.Multiple designs in curriculum can help students develop multiple abilities. 2.Efficient preparation and connection work created with curriculum. 3.Living technology teachers all participate actively. The Difficulties 1.The number of living technology teachers is few. 2.It’s hard for living technology teachers to think of a subject in connection with school-based curriculum. Future trend 1.Appropriate topic development. 2.Using environmental protection materials well in design and production. 3.Combination of living technology and career counseling. Meanwhile, there are some suggestions as follows. 1.Living technology teachers should develop not only living technology related but also natural science related activity curriculum. 2.There is still some relevant point in case living technology is not the center of school –based curriculum. 3.Active communication with other-fields teachers can increase the performance of living technology in school-based curriculum. 4.Using community sources and parental participation. 5.School should employ sufficient living technology teachers according to the rules.

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生活科技, 科技教育, 學校本位課程, living technology, technology education, school-based curriculum development

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