反思國小自然科教學意願低落之困境與策略：以花蓮市某國小為例

A Reflection on the Predicament and Strategies Regarding Low Teaching Willingness for Elementary Science: A Case Study of an Elementary School in Hualien City

本文旨在探討臺灣國民小學於當前科學教育轉型服絡中，自然科教學意願低落的可能成因。研究透過政策文本分析、國內外文獻及花花蓮市某國小個案觀察，指出此一現象並非單純個體層次的職業動機問題，而是受到教學制度、師資配置與政策結構交織影響的結果。研究從三個面向進行分析：一、教師在多重教學與行政壓力下，可能傾向簡化探究式教學實踐，以降低實務負擔；二、現行師資培育「通才導向」與課綱「專才要求」間的落差，對一線教師的教學信心與投入產生挑戰；三、政策間若缺乏橫向整合，可能在學校層級造成實施困難與資源調度壓力。本文建議，對於此類結構性問題的因應，宜從支持取向思維出發，透過強化師資臨床支持系統、提升教師專業選擇權，以及建構更具策略性的學校發展機制，逐步改善教師的教學動力與教學環境，並推進教育生態的積極調整與長期正向發展。

This study aims to investigate the underlying causes of the declining willingness among elementary school teachers in Taiwan to teach science, situated within the broader context of contemporary science education reform. Drawing on policy text analysis, a review of domestic and international literature, and a case study of an elementary school in Hualien City, the study argues that this phenomenon is not merely a matter of individual-level professional motivation, but rather the result of complex interactions among instructional systems, teacher staffing structures, and policy frameworks. The analysis is organized into three dimensions: 1. Under the pressure of multiple teaching and administrative responsibilities, teachers may tend to simplify inquiry-based instruction to reduce practical burden; 2. The mismatch between the generalist-oriented teacher education system and the specialist-oriented demands of the current curriculum challenges frontline teachers’confidence and engagement; 3. A lack of horizontal integration across policy initiatives may lead to difficulties in implementation and resource coordination at the school level. The study recommends that structural challenges such as these be addressed through a support-oriented approach. This includes strengthening clinical support systems for teachers, enhancing professional autonomy in teaching assignments, and developing more strategic school-level mechanisms to gradually improve both teacher motivation and instructional conditions, thereby fostering long-term optimization and dynamic adjustment within the educational ecosystem.