素養導向課程與教學之實踐～一所公辦民營學校食魚教育之個案研究

Competency- Based Curriculum and Teaching Practice–A Case Study of Fish-Based Diet Education in a Public School Managed by the Private Sector

本研究旨在探究一所公辦民營小學實施「食魚教育」課程和教學實踐，採用半結構式訪談及文件分析，分別就個案學校食魚教育課程理念、食魚教育課程發展歷程、食魚教育實施之特色、食魚教育實施之成效等方面進行研究。研究結論為：（1）食魚教育課程理念為：認識家鄉資源與文化、保護海洋資源、找回與生俱來的本能、從「吃魚」理解食品安全概念；（2）食魚教育課程發展歷程：含共同討論教學魚種、結合領域設計學習方案～整理「好魚慢食~食魚教育的課程系統」等；（3）食魚教育實施之特色：搭配校本主題融入各領域實施、落實生活體驗的教學、引導式思考模式以建立海洋永續概念、融合生命與自然之尊重與感謝、學習充滿驚喜興趣、落實多元學習評量；（4）推動食魚教育的實施成效：展現學生學習的熱情、學習自主思考與同理互助、建立環境友善的認知態度與行動、增加人際互動與社區聯結。最後提出三點建議供參考：（1）鼓勵各領域專長教師夥伴成立學習社群，以深化食魚課程；（2）持續培養教師具備素養課程設計能力，建構與充實自編教材；（3）注入社區家長共學，並引入產官學合作模式的主題課程。

The purpose of this research is to explore the implementation of the '' fish-based diet education'' curriculum and teaching practice in a public school managed by the private sector, use semi-structured interview method and document analysis method to evaluate relevant texts, and to conduct research on the concept of fish-based diet education curriculum, the implementation process of fish-based diet education curriculum, the characteristics of fish-based diet education curriculum teaching and evaluation, and the effectiveness of fish-based diet education implementation.
According to the analysis and discussion of the research results, the following conclusions are obtained：(a) The philosophy of fish-based diet education development includes understand the resources and culture of hometown , caring for hometown and protecting marine resources, regain our instincts, understanding the concept of food safety from '' fish-based diet ''. (b) The curriculum planning process from discussing the fish species to be taught to designing a series of learning plans combining various fields, and to organize the curriculum system for fish-eating education.(c)The characteristics of the implementation of fish-based diet education curriculum include integrate school-based themes into implementation in various fields, implement the teaching of life experience, guided thinking model to establish the concept of marine sustainability, respect and gratitude that integrates life and nature , learning is full of surprises and interest , and implement multiple learning assessments . (d)The last part is the effectiveness of the implementation of fish-based diet education .The first part is: Students show more enthusiasm of learning. Learn to think independently and empathize with each other. They learn to be grateful and establish environmentally friendly perceptions, attitudes and actions, and to increase interpersonal interaction and community connection.
Finally, three suggestions are put forward for reference：(a) Encourage various fields of expertise and teacher partners to set up learning communities to deepen the fish-based diet curriculum；(b) Continue to train teachers to have the ability to design competency- based curriculum, construct and enrich self-edited teaching materials；(c) Introduce community parents to learn together and join themed curriculum of the industry-government-academic cooperation model.