國小自然科教師從事兒童科學 讀物創作之合作行動研究

A Study of an Elementary Science Teacher Writing Science Reading Materials for Children: A Collaborative Action Research

本研究以一位國民小學自然科教師為個案，探討她與指導教授進行發展兒童科學讀物的合作行動研究。前者為行動研究者，在寫作讀物歷程中與後者持續討論，關注所遇問題、採取因應策略、評量成效並反思。首先聚焦「全球暖化」主題，初步體驗創作；之後大量寫作，並運用多種文體，諮詢不同人士，以刺激反思；最後運用既有的童話情境，融入環保元素，賦予文本新的意義，並交由學生閱讀後試繪插圖，以此應用於教學。研究期間，教師創作了18篇作品，並將發生的事件與省思寫成札記， 敘寫創作體驗。本研究運用敘述分析，整理各類札記後，呈現研究時的問題困境、 策略方案、互動交流與突破發展等結果。文末，提出綜合省思和未來發展方向。

This study focused on an elementary science teacher who conducted collaborative action research with her supervising professor to write science reading materials for children. The teacher interacted with her professor while writing the reading materials. This study especially paid attention to the problems they encountered， the strategies adopted， and the effect achieved. At first， “global warming” was selected as the theme for practicing writing. Then， to facilitate self-reflection， the teacher was requested to produce more products in a variety of genres. Finally， well-known storylines were adopted as guidelines for her to infuse with environmental elements， and the new version of storylines was implemented in the classroom. During the 16-month research period， the teacher produced 18 reading materials. She also wrote reflective diaries based on her engagement in the writing process. This study used narrative writing to report the problems she faced， the strategies for solving the problems， the interaction with various persons and tasks， and the improvement through stages. At the end of this article， the authors reflected on the whole process of action research， and proposed the possible trend of writing science reading materials in the future.