麗山高中高瞻一期課程精緻化與推廣計畫-總計畫( I )

Abstract

國科會於2006 年推出高瞻計畫，促使高中職與大學合作，進行科學教育教材編寫與創新教學，以培養學生主動探索新知、解決問題能力，和奠定學生將來從事尖端科技之研發能力，並鼓勵教師從事創新教學，促進教師終身學習，延展教師教學與研究能力，接續推動之「第二期高瞻計畫」。麗山高中和臺灣師範大學合作之目的在延續第一期高瞻計畫基礎，精緻化校本課程和增強教師科學探究教學能力。研究團隊將開發的三件教案當作工具，進行課程與教學檢視、探討與規劃以能源為課程主題之校本課程、強化教師探究教學能力、以及研討學生學習表現指標。銜接計畫成果將作為第二期高瞻計畫之重要基礎。 第一期高瞻計畫已完成科際與各科教案開發共23件，茲選定「能源」學門，以第一期高瞻計畫發展的三件教案進行再精緻化，以涵養邁入第二期高瞻計畫。此三件教案除以協同教學模式進行外，並採行以問題導向為基礎的探究教學法以及科際整合主題，進行課程之精緻化。高瞻第二期子計畫一除持續與國內學者專家密切合作，以工作坊的模式邀請國內其他高中職學校，交流課程設計及科學教育經驗，尤其以課程開發與評量為重要交流項目，以吸取更多寶貴經驗。 另一方面，擬針對麗山高中此一系列校本科學教育課程進行觀察、改良並開發課程評鑑指標。目的在依據高曕計畫培養學生探究能力的目標，轉化並提升教師的學科與教學知能，以引導學生學習。該目的涉及評鑑的價值、標準參照來源及評鑑效用，並相應於參與成員之經驗轉變而得採取不同的評鑑立場，因此，無法以單一評鑑模式概括之。本計畫將以創造力培育為教育政策基調之前提下，思考三項問題： 1、如何發展「探究」取向的課程教學？ 2、探究取向的課程教學應發展出什麼樣的學科知識與教學知識？ 3、這些學科知識與教學知識如何在學校中開展與深耕？ 上述三個問題即對應出本課程評鑑的三個關懷：「評鑑價值的建立」、「評鑑標準的參照來源」、「評鑑的效用」。「探究」即本計畫評鑑價值，做為課程教學的判斷標準，由上述三項問題與關懷可知，本計畫課程評鑑處理的課題涉及課程教學轉變的實踐過程，若欲達到本課程評鑑之目的，便無法只採取總結性的成果評鑑，或採取秉持一貫方法與立場的形成性評鑑，而是得對應於參與成員的經驗轉變而採取不同的評鑑立場，在不同時間點上採取不同的評鑑模式，若依評鑑標準的參照來源區分，則本課程評鑑所應用的評鑑模式依其大致可分為二：專家取向的評鑑模式與參與式取向的評鑑模式。評鑑焦點則有教學創新、團隊合作與專業能力發展。

National Science Council launched highscope program in 2006 to promote science education of high schools in teaching materials and to train students to explore new knowledge, problem solving, and lay students engage in new technology research, development capabilities. It also encouraged teachers to engage in innovative teaching, promoting lifelong learning of teachers and teaching and research capacity to extend and continue to promote the next step of highscope program. Lishan High School and universities aim to continue the cooperation based on Lishan HSP phase 1 results, improving school-based curriculum and enhancing Lishan teachers in inquiry teaching methods. Research team will improve and refine three lesson plans as a tool for curriculum evaluation and development of student performance indicators, strengthening teachers capability of pedagogical content knowledge. On the other hand, researchers will observe the series of school-based science education curriculum of Lishan High School to find the improvement and development of curriculum evaluation indicators. The objectives are to develop students’ inquiry ability, to transfer and enhance teachers’ knowledge and teaching competence so as to promote student learning. The objectives involve the value of evaluation, the sources of criteria reference, and the evaluation utility. They also apply different stances in light of the participants’ transforming experiences. Therefore, a model of multiple evaluations will be carried out. The following are the research questions of this project: 1. How to develop the inquiry-oriented curriculum teaching? 2. What subject and pedagogical knowledge should inquiry-oriented curriculum teaching develop? 3. How to initiate and strengthen the subject and pedagogical knowledge in the schools? The three questions respond to the three major concerns of the curriculum evaluation: the value constructing of evaluation, the sources of evaluation criteria references, and the utility of evaluation. “Inquiry” is the evaluation value for the project, and the criteria for curriculum teaching. It is clear from the three research questions and the three concerns that the curriculum’s evaluation deals with the process of pedagogy transformation. In addition, activity theory and expansive learning model will be used for understanding the summative evaluation or formative evaluation process. Thus, different evaluation values and models should be used at different periods in responding to the participant teachers’ transforming experience. Based on the sources of criteria reference, there are two approaches for evaluation: expert-oriented approach and participation-oriented approach. The evaluation focuses are teaching innovation, team cooperation, and professional development.