中小學教師參與博物館STEAM教育推廣活動之研究－以故宮STEAM教師工作坊為例

K-12 Schoolteacher Participation in Museum-Organized STEAM Programs: National Palace Museum's STEAM Workshop as Example

10.6686/MuseQ.202007_34(3).0005

吳紹群(Shao-Chun Wu)

博物館 ； 故宮 ； 教育 ； STEAM ； 跨領域 ； museum ； National Palace Museum ； education ； STEAM ； interdisciplinary

博物館學季刊

34卷3期（2020 / 07 / 01）

83 - 105

繁體中文

博物館作為非正式的教育機構，一直是中小學資源互補的對象，也和中小學保持良好的館校合作關係。近年來，STEAM（Science, Technology, Engineering, Art and Mathematics）教育潮流加上十二年國教及108課綱實施，使得中小學日益重視跨領域、動手作、解決實際問題、融入資訊科技等教學理念。博物館也需要因應新型態的教學理念，以協助中小學發展STEAM教學，並使博物館的教育活動與時俱進。本研究以故宮所實施之STEAM教師工作坊為研究對象，採用個案研究及非參與式觀察法，探討故宮STEAM工作坊的實施特點、博物館辦理STEAM工作坊時會遭遇哪些問題、老師們是否能順利吸收的條件、工作坊的推動是否能反映藝術類博物館在STEAM教學中的特性、中小學教師是否有機會善用博物館資源於STEAM教學之中等議題，並提出若干建議供其他博物館參考。

As informal educational institutions, museums have long complemented and supplemented formal curricula by providing resources and maintaining collaborative relationships with K-12 schools. In recent years, with the rise of STEAM (Science, Technology, Engineering, Art and Mathematics) educational trends and the implementation of the framework for 12-year basic education, K-12 schools are paying more attention to cross-disciplinary education, experiential learning, problem-solving, and integration of IT. Museums need to respond to these new approaches to better assist K-12 schools in developing STEAM educational programs and to keep their educational efforts up to date. Case study and non-participatory observation methods were used to explore the implementation of the STEAM Workshop at the National Palace Museum. Moreover, the problems that museums encounter when conducting STEAM workshops, the extent to which teachers absorb the information that is imparted, the design of the content as a reflection of the characteristics of art museums, and the utilization of museum resources by K-12 schoolteachers were analyzed. It is hoped that the suggestions presented in this paper will provide a reference for other museums in the development of STEAM educational programs.

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