資優生探究與實作教學──密度量測實驗課程為例

Gifted Student Inquiry-Based and Practice Instruction: A Case Study of Junior High School Eighth-Grade Chemistry and Physics Experimental Course

由於資優生的學習特性，科學課堂回應科學本質是課程的重要核心。為了資優學生的科學過程性技能培養，本文從探究與實作取向的素養導向教學角度出發，分析國中八年級理化實驗課程的課程設計與實踐細節，思考數理資優教學的可能設計。

Catering to the unique learning characteristics of gifted students, this paper underscores the role of aligning science instruction with the nature of science. In pursuit of nurturing the scientific process skills of gifted learners, this study adopts a competency-based approach centered around inquiry and practice application within a junior high school eighth-grade chemistry and physics experimental course.