博物館教育人員與學校教學者的培力與合作－以國立歷史博物館為例

Empowerment of and Collaboration Between Museum Educators and Schoolteachers: A Case Study of the National Museum of History

10.6686/MuseQ.202010_34(4).0004

王惇蕙(Chun-Hui Wang)

翻轉教育 ； 博物館教育 ； 促進者 ； flipped learning ； museum education ； facilitator

博物館學季刊

34卷4期（2020 / 10 / 01）

81 - 95

繁體中文

翻轉教育重要舵手Jonathan Bergmann指出，學習者經驗深受教學者影響，故「翻轉教學者」為翻轉教育首要任務。因應教育界對學校教學者的期盼，與學校密切合作的社教機構「博物館」，如何先行翻轉教學者，進而與其合作實踐翻轉教育，為同具教學者身份的博物館教育人員所關注。本研究以2019年國立歷史博物館與國立臺北藝術大學合作，為學校教學者辦理「策展思維的美感教育：史博館行動博物館為場域」為例，論述博物館教育人員如何透過教學方式、教學角色、教學空間的翻轉，以3階段課程顛覆學校教學者對博物館教育既有的認知。研究方法以個案研究之影音紀錄及參與觀察為主，另以問卷調查法蒐集學校教學者參與課程之培力經驗與合作建議。研究結果顯示：一、教學方式：博物館教育人員以人為主的教學內容，透過3階段逐步強化教學者參與程度，深化其教學經驗；學校教學者評估本課程所學，可以「課程設計」、「教學引導」、「實作規劃」落實於教學現場。二、教學角色：博物館教育人員先行翻轉為「促進者」，提供資源、引導發想，幫助教學者實踐經驗；學校教學者認為本課程特色為「引導」，以口語、情境營造等方式，引導其認識博物館、史博館、博物館策展思維。三、教學空間：除博物館實體空間，博物館教育人員與學校教學者可運用其他場域，豐富學習經驗；教學現場的安排，著重複合型空間的使用，彈性安排學習者討論、交流的場域。

The flipped learning approach, pioneered by Jonathan Bergmann, is one in which the learning experience is deeply influenced by educators. Developing flipped educators is of utmost importance in this approach. In the educational sector there is a desire for schools to work with social education institutions (i.e., museums) to cultivate flipped educators and to collaborate on flipped learning models. In 2019, National Museum of History educators collaborated with the Taipei National University of the Arts on a project to encourage schoolteachers to discuss to what extent teaching methods, roles, and spaces can be flipped. Based on these three aspects, the aim of this study is to provide a reference for empowerment of and collaboration between museum educators and schoolteachers in the creation of flipped learning models. Research materials and methods included case study audiovisual recordings, participatory observation, and a questionnaire survey on the empowerment of schoolteachers and their suggestions for collaboration. i. Teaching methods: Museum educators developed a people-oriented project that encouraged the involvement of schoolteachers in three phases. Schoolteachers responded that the teaching methods developed during this project can be used in curriculum design, facilitated learning, and setting of outcomes for students. ii. Roles of teachers: Museum educators need to transform into facilitators who provide resources to schoolteachers to help them apply their experience. Schoolteachers appreciated the use of easy-to-understand language and construction of scenarios in facilitating their understanding of the museum and curatorial thinking. iii. Teaching spaces: Museum educators and schoolteachers can use different spaces, in addition to those of the museum, to provide various learning experiences. Moreover, traditional classrooms can be developed into multi-functional spaces that encourage discussion and interaction.

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