题名 |
國民中小學科技與科學教學差異性之研究 |
并列篇名 |
The Research of Teaching Diversity in Science-Technology and Nature-Science between Primary and Junior High School |
DOI |
10.29495/CITE.200411.0160 |
作者 |
陳淑楹;李明杉 |
关键词 |
科技 ; 科學 ; 教學差異性 ; nature-science ; science-technology ; teaching diversity |
期刊名称 |
科技教育課程改革與發展學術研討會論文集 |
卷期/出版年月 |
2004期(2004 / 11 / 01) |
页次 |
160 - 166 |
内容语文 |
繁體中文 |
中文摘要 |
科技與科學,一般人常混爲一談,其實仍有相當大的差異,尤其現今在國小實施九年一貫課程後,原來分開教學之科技與科學教育課程,更融合爲一,造成教師教學與學生學習之困擾。因此本研究將透過問卷方式,對國中小學實際從事科技與科學教學及行政工作之教師、教學組長、教務主任等,進行課程架構和內容訪談,促使瞭解科技與科學教育,在國中小學教學課程上之差異性及所遇見之困擾,並了解問題之所在,以做爲教學改進之參考。因此本研究之研究目的爲: 一、瞭解科技與科學之定義爲何? 二、探討當前國中小學科技與科學教學現況爲何? 三、瞭解國中小學科技與科學教學之差異性爲何? 四、提供有助於國中小學科技與科學教學成效之可行建議。 |
英文摘要 |
About science-technology and nature-science, ordinary people always are confused, but truly, they both exist many differences between them. Especially, after primary school implements 1st~9th curriculum alignment, science-technology and nature-science both combine each other, making teachers and students more confusing. Therefore, this research will be made by questionnaire on practical in teaching science-technology and nature-science's teachers, administrative staff, department chief, directors...etc. proceeding curriculum structure and content interviewing. In order to understand how different and diversity between science-technology and nature-science they had met. We hope we can understand where the question it is, and can be as a reference to our teaching. So, the purpose of this research is: First, understanding the definition of science-technology and nature-science. Second, discussing the teaching situations in junior high school and primary school. Third, understanding the teaching-diversity of science-technology and nature-science between junior high school and primary school. Finally, providing practical and helpful suggestions to junior high school and primary school. |
主题分类 |
社會科學 >
教育學 |