高中生活科技教師實作教學表徵之研究

Abstract

生活科技課程的實施主要以實作活動為主軸，藉此培育學生的科技素養，然而許多教師在進行實作活動教學時，並無法妥善的運用適切的教學表徵以進行實作活動教學，故本研究主要著重在探究績優高中生活科技教師的實作教學表徵及其影響因素，以作為未來生活科技教師進行實作活動教學的參考。為達此一研究目的，本研究主要挑選六位獲得中華民國工業科技教育學會績優獎的高中生活科技教師為研究對象，並採用紮根理論研究法以進行深入探究，並獲致以下主要結論：(1)績優高中生活科技教師的實作教學表徵：(a)以邏輯思考特質的問題解決、實作解說、隨堂發問為主；(b)以動手實作特質的成品展現為主；(c)以手腦並用特質的合作學習、活動學習單為主。(2)影響績優高中生活科技教師實作教學表徵的因素：(a)以教師為中心的教師自行創造特質、實際生活閱歷為主；(b)以學生為中心的學生先備知識技能、學生特質為主；(c)以師生互動為中心的教師實作教學經驗為主。依據前述研究結論，本研究主要提出以下具體建議：(1)高中生活科技實作活動的教學應強調問題解決、動手實作、以及合作學習等教學表徵，以確實突顯實作活動的特色；(2)高中生活科技教師應加強生活閱歷、形塑自我特質，並以學生為中心落實師生互動的教學，方能有助於落實高中生活科技的實作活動教學；(3)生活科技師資培育機構應可參考本研究的結論，規劃適切的師資培育或在職訓練課程，以培養高中生活科技教師運用適切教學表徵的能力。The implementation of Living Technology curriculum is focused on the hands-on learning activity for the purpose of developing students’ technological literacy; however, some technology teachers cannot use instructional representation in teaching hands-on learning activity appropriately. This study is focused on exploring outstanding living technology teachers’ hands-on instructional representation and influencing factors for future reference in teaching hands-on learning activity. In order to achieve the purpose, six outstanding living technology teachers, which are won the outstanding teaching award of Taiwan Industrial Technology Education Association, are selected in this study; meanwhile, the grounded theory is employed in this study and the following conclusions are made: (1) Outstanding living technology teachers’ instructional representation: (a) focused on using logical thinking in solving complex problems, explaining by hands-on learning activity, and raising oral quizzes; (b) focused on project-based products with hands-on characteristics; (c) focused on cooperative learning and activity-based learning portfolio with combining hands and brains. (2) The influencing factors of outstanding living technology teachers’ instructional representation: (a) to develop teachers’ creative characteristics and their wide experiences of life; (b) to stimulate students’ prior knowledge and respect their personal characteristics; (c) to focus on the mutual communication between teachers and students in hands-on learning activity. According to previous conclusions, the following suggestions are made: (1) the teaching of hands-on learning activity should be focused on problem solving, hands-on learning, and cooperative learning in order to emphasizing the characteristics of hands-on learning; (2) the senior high school teachers should increase their wide experiences of life, form their personal characteristics, and facilitating the mutual communication between teachers and students for the purpose of implementing the ideal of hands-on learning activity; (3) the living technology teacher education institutions could develop appropriate teacher education or on-job training programs by referring to the results of this study for the purpose of developing senior high school teachers’ competency in using instructional representation in hands-on learning activity appropriately.