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

本文旨在探討一位國中教師理化課堂的科學探究教學實踐。研究目的有三：一、探討概念為本的科學探究教學，教師如何透過核心概念的課程設計、POE探究式教學策略，以及科學探究活動，引導學生觀察事實與現象，歸納出有意義的概念與通則；二、探討素養導向的科學探究教學，教師如何透過跨科的素養導向課程設計，營造素養導向的學習情境，提供學生適性的閱讀素材，引導學生從問題意識出發，發展科學概念，建構科學素養；三、探討運用POE探究教學策略促進學生概念學習的實踐情形。本研究採個案研究法，蒐集的資料包括非參與式觀察、半結構式訪談，教師教學教材、學生作業作品等。研究發現，個案教師概念為本的科學探究教學實踐模式主要有：一、課程設計：透過概念為本的課程設計與素養導向的課程設計；二、教學策略：採取POE探究式教學方法；三、教學實施：創設問題挑戰的探究情境促進學生概念學習、實踐力行的探究與實作構建學生核心概念、營造合宜的探究學習情境邁向素養導向教學。最後，本研究希冀提供國中教師一個新視域，理解並設計概念為本以及素養導向的課程與教學，尋思可以促進學生科學概念學習與建構科學素養的探究式教學模式。

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.