面對108新課綱的「探究與實作」：師資培育「雙實作」的教育實踐課程
108新課綱強調「透過探究與實作達到課程統整的目的」，因此，師資職前教育課程基準要求師資生具備「協同發展跨領域課程教學與評量」及「探究與實作設計與實施」的專業素養。簡言之，即師資生須具備發展「跨學科探究與實作」的「課程教學與評量」之素養。然如何培養師資生這些素養以及成效如何，尚缺實徵研究。近年芬蘭推動「現象為本的學習」或可培養這些素養，研究者據以開發一門「雙實作」的「教育實踐課程」，第一個實作是師資生在大學端親身經歷探究實作的過程，接著進入第二個實作：設計一門「探究入門」微課程，到高中端教學實踐5週。本研究旨在探討教育實踐課程對提升師資生跨學科探究能力，以及跨學科課程教學與評量素養的影響為何？...
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| Published in | Jiao yu ke xue yan jiu qi kan Vol. 68; no. 3; pp. 239 - 273 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | Chinese |
| Published |
台灣
國立臺灣師範大學
01.09.2023
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| Subjects | |
| Online Access | Get full text |
| ISSN | 2073-753X |
| DOI | 10.6209/JORIES.202309_68(3).0008 |
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| Abstract | 108新課綱強調「透過探究與實作達到課程統整的目的」，因此，師資職前教育課程基準要求師資生具備「協同發展跨領域課程教學與評量」及「探究與實作設計與實施」的專業素養。簡言之，即師資生須具備發展「跨學科探究與實作」的「課程教學與評量」之素養。然如何培養師資生這些素養以及成效如何，尚缺實徵研究。近年芬蘭推動「現象為本的學習」或可培養這些素養，研究者據以開發一門「雙實作」的「教育實踐課程」，第一個實作是師資生在大學端親身經歷探究實作的過程，接著進入第二個實作：設計一門「探究入門」微課程，到高中端教學實踐5週。本研究旨在探討教育實踐課程對提升師資生跨學科探究能力，以及跨學科課程教學與評量素養的影響為何？分析量化及質性資料發現：一、使師資生從現象中找出有興趣的問題，親身經歷探究過程，有助於提升其跨學科探究能力；二、師資生從現象切入設計「探究入門」微課程時，已跳脫學科界線，可提升其發展跨學科課程教學與評量的素養；且中學生在探究能力的提問、修正問題與假設上，有明顯進步。根據研究結果，本研究提出教育實踐課程的可行模式，以培養師資生面對108新課綱所需的能力與素養。 |
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| AbstractList | 1. Introduction
In 2019, the Ministry of Education of Taiwan introduced new guidelines for the 12-year basic education. The 2019 curriculum guidelines emphasize the importance of inquiry and practice and transdisciplinarity. Student teachers are expected to develop collaborative skills across disciplines; integrate curriculum, instruction, and assessment; and acquire the ability to design and implement inquiry-based courses. However, few empirical studies have examined how teacher education programs have adapted to the new curriculum guidelines or whether adaptation to the guidelines has been effective. In Finland, phenomenon-based learning has emerged as a promising approach, which aligns with the objectives of the 2019 guidelines. This study incorporated phenomenon-based learning into the design and implementation of a dual-practice approach to a teaching practice course. The first part of the course involved an inquiry project to prepare student teachers for the second part of the course, which involved de 1. Introduction In 2019, the Ministry of Education of Taiwan introduced new guidelines for the 12-year basic education. The 2019 curriculum guidelines emphasize the importance of inquiry and practice and transdisciplinarity. Student teachers are expected to develop collaborative skills across disciplines; integrate curriculum, instruction, and assessment; and acquire the ability to design and implement inquiry-based courses. However, few empirical studies have examined how teacher education programs have adapted to the new curriculum guidelines or whether adaptation to the guidelines has been effective. In Finland, phenomenon-based learning has emerged as a promising approach, which aligns with the objectives of the 2019 guidelines. This study incorporated phenomenon-based learning into the design and implementation of a dual-practice approach to a teaching practice course. The first part of the course involved an inquiry project to prepare student teachers for the second part of the course, which involved de 108新課綱強調「透過探究與實作達到課程統整的目的」，因此，師資職前教育課程基準要求師資生具備「協同發展跨領域課程教學與評量」及「探究與實作設計與實施」的專業素養。簡言之，即師資生須具備發展「跨學科探究與實作」的「課程教學與評量」之素養。然如何培養師資生這些素養以及成效如何，尚缺實徵研究。近年芬蘭推動「現象為本的學習」或可培養這些素養，研究者據以開發一門「雙實作」的「教育實踐課程」，第一個實作是師資生在大學端親身經歷探究實作的過程，接著進入第二個實作：設計一門「探究入門」微課程，到高中端教學實踐5週。本研究旨在探討教育實踐課程對提升師資生跨學科探究能力，以及跨學科課程教學與評量素養的影響為何？分析量化及質性資料發現：一、使師資生從現象中找出有興趣的問題，親身經歷探究過程，有助於提升其跨學科探究能力；二、師資生從現象切入設計「探究入門」微課程時，已跳脫學科界線，可提升其發展跨學科課程教學與評量的素養；且中學生在探究能力的提問、修正問題與假設上，有明顯進步。根據研究結果，本研究提出教育實踐課程的可行模式，以培養師資生面對108新課綱所需的能力與素養。 |
| Author | 符碧真(Bih-Jen Fwu) 李冠穎(Guan-Ying Li) |
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| Keywords | trans-disciplinary 跨學科 inquiry 現象為本的學習 探究 phenomenon-based learning teacher professional competence 108新課綱 專業素養 the 2019 curriculum guidelines TSSCI |
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| Title | 面對108新課綱的「探究與實作」：師資培育「雙實作」的教育實踐課程 |
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