概念探究模式深化師資生跨領域課程設計與探究教學知能之研究

A Study to Strengthening Pre-Service Teacher’s Interdisciplinary Curriculum Design and Inquiry-Based Instruction Competencies through Conceptual Inquiry Model

因應跨領域課程設計及探究實作知能的需求，本研究旨在了解師資生運用概念探究取徑，以發展科際整合跨領域課程設計與探究教學的歷程及學習成效。研究對象為一班中等教育學程的40名師資生，採行動研究及混合研究方法蒐集量化與質性資料。研究結果發現，師資生由一開始對課程設計感到困難，到逐漸掌握概念探究課程設計的架構，並在實作中發現實施探究策略的關鍵在於如何引導思考以歸納概念及通則。概念探究問卷後測優於前測，期末試教表現優於期中，顯示概念探究模式能提升師資生科際整合課程設計與探究教學知能。研究者省思有二：1.概念探究模式課程設計與實踐過程中的引導、討論與演練促進師資生的改變，課程設計由依賴教師手冊趨向於有知識結構的獨立思考，教學思惟由教完學習內容轉變為教會概念理解，教學實踐由事實講授教學翻轉為概念探究教學。2.從期中與期末試教的持續比對、反思與修正中看到學生學習表現的改善，是促成師資生與研究者反思與專業成長的關鍵。據此提出二點建議：1.師資培育機構可參考概念探究模式，作為提升師資生跨領域課程設計及探究教學知能的有用參考。2.強化課程與實作的引導、討論、演練與持續反思修正，以促進教學者與師資生的專業成長。

To meet the requirements for implementing interdisciplinary curriculum design and inquiry-based instruction, this study introduced the Conceptual Inquiry Model into a pre-service teacher education program and evaluated its process and outcomes. The participants were 40 pre-service teachers. Using an action research approach with mixed methods, the study collected both quantitative and qualitative data. The findings indicate that although students initially experienced confusion and difficulty, they gradually developed a deeper understanding of the Conceptual Inquiry Model. Through practice, they recognized that the key to effectively implementing inquiry strategies lies in facilitating thinking and guiding students toward concept and generalization using an inductive approach. The post-test results of the Conceptual Inquiry Questionnaire showed significant improvement compared to the pre-test. Additionally, the final trial teaching performance was notably better than the mid-term trial, demonstrating that the Conceptual Inquiry Model enhanced pre-service teachers' competence in interdisciplinary curriculum design and inquiry-based instruction. Two primary factors contributed to this improvement. First, the structured guidance, discussions, and hands-on practice in curriculum design and implementation played a crucial role. Pre-service teachers transitioned from relying on external teaching manuals to independently applying the design framework, shifting their instructional focus from content coverage to fostering conceptual understanding. Their teaching approach evolved from fact-based lecturing to inquiry-based teaching. Second, continuous reflection and iterative revisions between the mid-term and final trial teaching significantly enhanced both the learners' academic performance and the professional growth of pre-service teachers and the researcher. Based on these findings, it is recommended that in-service teacher training organizations consider integrating the Conceptual Inquiry Model to strengthen teachers’competencies in interdisciplinary curriculum design and inquiry-based instruction. Additionally, incorporating structured guidance, collaborative discussions, hands-on curriculum design, and ongoing reflection throughout the learning process can further support the professional development of both instructors and pre-service teachers.