自然與生活科技領域能力指標詮釋與轉化

The Interpretation and Transformation of Science and Technology Competence Indicators

10.29495/CITE.200411.0049

王詩婷

自然與生活科技領域 ； 能力指標 ； nature science and living technology study field ； competence indicators

科技教育課程改革與發展學術研討會論文集

2004期（2004 / 11 / 01）

49 - 53

繁體中文

中小學階段九年一貫課程實施已進入第三個學年，在此課程中係以「基本能力」、「能力指標」爲整個課程設計之核心架構，提供學校與教師更多彈性教學的空間，同時也希望由教師發揮專業，依照學生學習需求轉化爲教材，並且要能符合達到各學習階段能力指標的條件。然而能力指標難以直接應用於實際教學上，因此教師於實施教學前需先對各能力指標進行解讀，瞭解可以運用於能力指標詮釋與轉化的策略，再進一步發展爲教學素材及學習評量工具。在自然與生活科技領域的教學中，教師們面臨同樣的問題，因此在本研究中即針對能力指標的詮釋與轉化尋找相關文獻建立理論基礎，探討詮釋與轉化之可行方法，再由自然與生活科技領域挑選其中幾項能力指標實際解讀與詮釋，依據詮釋結果配合適當教學主題轉化爲教學素材與教學活動示例，發展診斷能力指標的評量工具，期望可爲自然與生活科技領域教師實施教學之參考。

The ”Core Competence” and ”Competence Indicators” are two core parts designed for the Grade 1-9 Curriculum and are expected to allow a lot more flexibility in the way teachers or schools teach. However, teachers cannot apply ”Competence Indicator” directly in classrooms; that is, they need to first comprehend indicators and then translate them into teaching materials and assessment tools. This study has the following goals. First, we want to develop theories of comprehending and translating these indicators from related bibliographies, and search for useful methods or strategies. In addition, we choose two indicators in the subject of Science and Technology and implement them practically. Therefore, we create teaching materials and demonstrable activities with these two indicators based on the integrated curriculum model, and also develop assessment tools for the indicators. Our findings may be teaching reference for teachers of Science and Technology.