臺中女中系統思考課程設計與實施
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2017-12-??
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國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
「系統思考與解決問題」為十二年國教核心素養之一，也是關乎孩子未來的重要能力，為此，臺中女中與財團法人惜福文教基金會於2016年合作導入系統思考課程教學。此篇教學專題將藉由逐步介紹整體教學設計理念、學生學習成果、現場實務觀察、課程實施困難點及改善建議等內容，以提供臺灣中等學校引進系統思考於教學現場之參考。本文章所提及之系統思考教室為高一跨班多元選修特色課程，學生於正式授課前皆未接觸過系統思考。課程規劃將「發問力」列為系統思考之前導課程，課中結合活動體驗、案例及議題分析等內容，以小組團體討論、提問教學與實作（課堂練習與專題報告製作）為主要教學方式，依此引導學生學習系統思考哲學、符號及工具方法，並藉由各類系統案例之分亭，期許學生將系統思考與生活、生命連結，學以致用並逐漸發展出整體思考能力，進而釐清生命中根本而重要的事並提升其問題解決能力。
Systems thinking and problem solving abilities, part of key competencies of 12-year Curriculum for Basic Education, are important abilities for our future generation. For this reason, in 2016 Taichung Girls' Senior High School and Shi-Fu Education Foundation collaborated to integrate systems thinking into school curriculum, This paper covers the rationale of course design, students' achievement and progress, on-site teaching observation, challenges encountered and suggestions for improvement in high hope that these experiences are able to empower secondary-level schools that intend to introduce systems thinking into classrooms. The systems thinking course, designed for a cross-class multiple elective course, was offered for 10th graders, who had never experienced systems thinking. The course began with ＂question asking ability＂ and continued with experiential activities, case studies, and issue analysis. Group discussion, question-asking and in-class practice and reports were the main teaching methods. Students were guided to connect systems thinking with living and life. The course further required students to put what they learned into practice. gradually d loped holistic thinking ability, identified the most essential thing in their lives and, as a result, advanced their problem-solving abilities.
Systems thinking and problem solving abilities, part of key competencies of 12-year Curriculum for Basic Education, are important abilities for our future generation. For this reason, in 2016 Taichung Girls' Senior High School and Shi-Fu Education Foundation collaborated to integrate systems thinking into school curriculum, This paper covers the rationale of course design, students' achievement and progress, on-site teaching observation, challenges encountered and suggestions for improvement in high hope that these experiences are able to empower secondary-level schools that intend to introduce systems thinking into classrooms. The systems thinking course, designed for a cross-class multiple elective course, was offered for 10th graders, who had never experienced systems thinking. The course began with ＂question asking ability＂ and continued with experiential activities, case studies, and issue analysis. Group discussion, question-asking and in-class practice and reports were the main teaching methods. Students were guided to connect systems thinking with living and life. The course further required students to put what they learned into practice. gradually d loped holistic thinking ability, identified the most essential thing in their lives and, as a result, advanced their problem-solving abilities.