全球科技革命通識課程的教學策略探究

The Study on the Improvement in Instructional Strategies of Global Technology Revolution Course

大學實施通識教育的目的旨在提供學生一些基礎性、共通性、廣博性及較具恆久價值性的課程，臺灣自1994年公布《大學法》之後，各大學擁有課程決定權，可依各個學校的性質、特色、師資、學生需求等，自行規劃整體的通識課程。通識課程的目的在提供統整的知識與方法，陶鑄健全的人格，淡江大學將「全球科技革命」列為基礎必修通識課程，共兩學分，多由理工學院教師授課。然「全球科技革命」通識課程雖用心規劃，但學生對於該課程評價卻不高，因此，本研究針對教學策略進行探究，以文獻分析蒐集國內外自然科學通識課程之教學策略，提供「全球科技革命」教學參考，並進行修課學生之問卷調查分析，希冀提升學生的公民科技素養，並期望透過探討「全球科技革命」之教與學，深化學生之科學思維，使教師教得更快樂，讓學生也學得很快樂。

The course “Global Technology Revolution” in Tamkang University is required basic general curriculum. It presents an introduction to the historical background, general aspects and future perspectives of the global technological revolutions in information and biochemical technologies. The potential impacts of these technologies, including microsystem technology and nanotechnology, on the future will be of special interest; the points of discussion include environmental and energy problems. The course helps students be able to recognize that many of the social and environmental changes are due to the evolution of technology; then, they may reasonably address kinds of issues, either occurring or potential, in social, ethical, environmental or energy aspects.
The purpose of this study is to analyze the current problems of “Global Technology Revolution” which has lowest average evaluation score in the general education of Tamkang University. The study makes suggestions for the improvement of “Global
Technology Revolution” Course. Instructional strategies for science and technology related curriculum are analyzed and the students who had taken this course would be interviewed. The questionnaire was used to understand the freshman thinking and feedback during 101 academic year.
The results find teaching strategies of “Global Technology Revolution” Course can include observation, discussion, group study, field trip, debate, case studies, problemz based learning, project-based learning, role play, posters, concept mapping, portfolio, oral presentation, multimedia presentation, collaborative work, movies, etc. Teachers of “Global Technology Revolution” should transform science learning into meaningful experiences for all students. It requires major paradigm changes and empowerment for science teachers.