探討建模歷程在國小新舊課綱自然教科書之運用

Abstract

隨著新108課綱的實施，素養導向的科學教學內容強調教室教學應培養學生探究之能力，其中新增加的兩項素養分別是建立模型與論證。本研究藉由內容分析法以達成兩個研究目的，一個為探討新舊課綱在國小自然教科書中使用建模歷程的頻率，另一個為探討新舊課綱在國小自然教科書建模歷程課程設計的排序。本研究選定現行國小三年級所使用的三個版本，九年一貫課綱（出版年份2020年）及108新課綱（出版年份2021年及2022年）教科書為研究對象，共十二冊。本研究建立建模歷程（以下簡稱建模）在教科書中使用之詞彙編碼表，對新舊教科書進行詞彙及語意分析，以探討在舊課綱及新課綱實施後，其建模融入教科書之情形。本研究結果顯示：1. 同一版本教科書整體及不同單元於新課綱使用建模的頻率皆明顯較舊課綱多，顯示課綱轉變後，教材也隨之進行編修使其著重在探究能力之培養。2. 同一版本教科書在不同單元運用建模的頻率，其中以奇妙的水最多，動物概念最少，顯示在奇妙的水概念需更多建模之輔助以幫助學生建構知識。3. 三個版本教科書大多數著重在模型發展、模型精緻化及模型遷移階段，使用模型重建階段比例極低，顯示在國小教科書仍有運用到較高層次之建模，但相較低層次建模的比例來說還是較為少見。4. 三個版本教科書於不同單元中僅模型遷移在奇妙的水單元運用最多，模型發展、模型精緻化及模型重建階段皆無較常運用之單元，顯示在不同單元在使用建模上較無固定模式。5. 同一版本教科書整體課程排序並非按照建模順序做內容設計，顯示教科書在運用建模上較為不熟悉，使得各版本在新舊課綱中多數單元並非由模型選擇步驟開始到模型轉換結束。6. 三個版本教科書整體及不同單元在舊課綱皆為單一模型，新課綱為多個模型但建模順序較不完整及不同模型穿插在其中，並新增循環建模步驟，顯示課程排序在課綱調整後，教科書利用循環以強調建模的使用並提供學生建模的機會。以上研究結果將提供給教師、出版商及未來研究者在建模融入教科書時進行參考。With the implementation of the New Curriculum Guidelines, competence-oriented science teaching content emphasizes on cultivating students' inquiry ability. Among the inquiry ability, constructing models and argumentation are the two new competences to be highlighted. This study uses content analysis to achieve two research purposes, one is to investigate the frequencies of the use of new and old curriculum guidelines in primary school natural science textbooks, and the other is to investigate modeling processes of the new and old curriculum in primary school natural science textbooks sequencing of curriculum design. The author selected 12 primary school textbooks for the third graders, based on the Grade 1-9 Curriculum Standards (publication years in 2020) and the 12-Year Basic Education Curriculum Guidelines (publication years in 2021 and 2022) as the research object. This study adopts the modeling processes (referred to as modeling) to analyze the vocabularies and semantics of textbooks and investigates the use of modeling in textbooks during different curriculum reforms. The results of this study show: 1. The frequency of using modeling in the new curriculum as a whole and in different units of the same version of the textbook is significantly higher than that in the old curriculum. 2. The frequency of using modeling in different units of the same version of the textbook, among which the topic of Wonderful Water is the most, and the topic of Animals is the least. It shows that the topic of Wonderful Water needs more modeling assistance to help students construct knowledge of water. 3. Most of the textbooks in the three versions focus on the stages of model development, model elaboration, and model application. The proportion of model reconstruction stages is very low, indicating that elementary school textbooks still use high-level modeling, but compared with lower-level modeling relatively rare. 4. In the different units of the three versions of the textbook, only the model application is used most in the Wonderful Water unit, and there are no more commonly used units in the model development, model elaboration, and model reconstruction stages, which shows that the use of modeling in different units is a less fixed pattern. 5. The overall course sequencing of the same version of the textbook is not designed according to the modeling sequencing, which shows that the textbook writers are not familiar with the modeling application so that most units in the new and old curriculum of each version do not start from the model selection step to the end of the model transformation. 6. The three versions of the textbook as whole and different units are all a single model in the old curriculum, but the new curriculum is a multi-model modeling sequence, it is not complete and different models are interspersed in it, and a new cycle of modeling steps is added, showing textbooks utilize cycles to emphasize the use of modeling and provide opportunities for students modeling.