概念為本的科學探究教學 實踐：一位國中教師邁向 素養導向教學的第一哩路
Concept-based Scientific Inquiry Teaching Practice: The First Mile for a Junior High School Teacher to Move towards Competency-based Teaching
This case study was conducted to explore the practice of scientific inquiry teaching in a physical and chemical classroom of a junior high school teacher. There are three research purposes: (1) to explore the concept-based scientific inquiry teaching, how teachers can guide students to observe facts and phenomena through the core concept curriculum design, POE inquiry strategy, and scientific inquiry activities, and conclude meaningful concepts and general principles; (2) explore the competency-based scientific inquiry teaching, how teachers can create a scientific literacy learning environment through interdisciplinary curriculum design, POE inquiry strategy, provide students with appropriate reading materials, guide students to develop scientific concepts and construct scientific literacy from the problem consciousness; (3) explore the practice of POE inquiry strategy to promote student concept learning. The qualitative data was gathered through ten-lessons classroom observation and interview, teacher teaching materials and student works. After analyzing the data, the results showed that the case teacher concept-based scientific inquiry teaching practice models mainly include: (1) curriculum design: concept-based curriculum design and competency-oriented curriculum design; (2) teaching strategy: POE inquiry teaching method; (3) teaching implementation: creating an inquiry situation that challenges the problem and promoting the concept learning of the student, the practice and practice of constructing the core concept of the student, and creating a suitable inquiry learning situation towards the scientific literacy teaching. Finally, this paper hopes to provide a new horizon for the junior high school teachers , to understand and design the concept-based and competency-oriented curriculum and instruction, and to explore the inquiry-based teaching model that can promote students’ scientific concept learning and construct scientific literacy.
|關鍵詞||科學素養、科學探究、素養導向教學、探究式教學、scientific inquiry、scientific literacy、competency-based teaching、inquiry-based teaching|