頁籤選單縮合
題 名 | 自然科學教學策略培養學生民主素養之探討 |
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作 者 | 賴慶三; | 書刊名 | 臺北師院學報 |
卷 期 | 8 1995.06[民84.06] |
頁 次 | 頁393-412 |
分類號 | 521.593 |
關鍵詞 | 自然科學; 教學策略; 民主素養; |
語 文 | 中文(Chinese) |
中文摘要 | 民主發展需要靠全民的共同努力,特別是需要往下紮根,使全民對民主政治的 理念能夠充分瞭解,乃至對民主化社會產生關懷和積極參與,如此才能將民主制度落實在生 活方式之中,進而促使民主發展更形日益成長茁壯。 隨著時代的進步,國人對民主發展的期望更為殷切,尤其值此即將邁入二十一世紀的關 鍵時刻,國人對於如何透過教育革新以促進民主政治的成熟與發展,則是更加深切關注。因 此,當前教育改革過程中,我們除了應對各級教育體制與內涵進行檢討以外,各科的教學改 革實亦為教育革新的重點之一。本文鑑於時代背景之需要,研究目的即在探討自然科學教學 策略的革新,以及如何透過自然科學教學策略以培養學生民主素養。 國民教育自然科學的教育目標,除了在於培養學生主動探究自然現象的興趣、學習自然 科學的概念知識、及熱愛自然環境的情操外,更著重於培養學生獨立思考的能力與提升學生 解決問題的能力。這方面的科學態度與科學能力的基本訓練,亦正是奠定現代化國民獨立思 考、負責任、自主自律,能正確下判斷的基礎。 為因應國人對民主發展與教育改革的殷切,本文就自然科學教學策略所作的探討。研究 結果發現其中「問題解決導向」的教學策略與「科學/技學/社會」的教學策略,極有助於 增進學生獨立思考,創造能力。及提昇解決問題的能力,並且能幫助學生建立民主的價值 觀。這些能力與觀念的培育,能導正傳統以來比較偏重他律的教化理念,極有助於學生獨 立、自主、自律等民主素養的養成。透過科際整合的學習,能增進學生關心社會議題,豐富 學生自王自律的經驗,並增加下判斷、作決策的能力。 因此,在現代化開放民主的社會中,我們應該敞開心無,以更開放的腳步來進行科際整 合,藉「問題解決導向」的教學策略與「科學/技學/社會」的教學策略,來帶動教育改革 以配合民主風潮,使自然科學的教育理念與學生民主素養的生活方式有更具體的配合。 |
英文摘要 | The social and political environment has changed rapidly in Taiwan since 1978. Government officials and policy makers have expressed their concerns about the process and the outcome of democracy education in Taiwan. A reform was demanded. It was claimed that schools fail to prepare students to have a solid foundation of democracy. Therefore, it is necessary to examine not only the entire educational system but also the learning and instruction settings of each subject. The goals of science learning are to help students to discover and to love the beauty of the natural world, to develop their science concepts, and to build up their abilities of critical thinking and problem solving. It is believed that the growth of scientific knowledge and process skills helps to prepare students to be a well-educated person and a good citizen in the 21st century. The purposes of this study were (1)to examine the science instruction reform and (2)to determine how to prepare students to live a democratic way of life. Recently the development of science and technology has been very fast. Educators realize that it is not desirable for our students to accumulate all the knowledge in each subject. Instead what education should do is to provide a better learning environment in helping our students develop basic ability necessary for more effective and meaningful science learning. Results indicated that the problem solving and science/technology/society are two most effective instructional strategies to promote students' science learning and democracy. These two instructional strategies improved students' science learning, creativity, and thinking skills. In addition, these two instructional strategies promoted students' understanding of democracy and prepared them to live a democratic way of life. It is suggested that school teachers should put these two instructional strategies into their instructional practice. |
本系統中英文摘要資訊取自各篇刊載內容。