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題 名 | 英國中小學的科學教育=The School Science Education in the United Kingdom |
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作 者 | 蘇育任; | 書刊名 | 教育資料與研究 |
卷 期 | 64 2005.06[民94.06] |
頁 次 | 頁60-88 |
專 輯 | 科學教育 |
分類號 | 523.443 |
關鍵詞 | 英國中小學科學教育; 英國國家科學課程; 課程改革; 課程發展; 課程評鑑; British science education; Curricular reform; Curriculum assessment; Curriculum development; National curriculum science; |
語 文 | 中文(Chinese) |
中文摘要 | 本文所探討的英國中小學科學教育,係以在英格蘭、威爾斯與北愛爾蘭三地實施的全國性「國家科學課程」(National Science Curriculum)為主,而蘇格蘭並未參與實施,故另闢一節加以敘述。本文首先追國家科學課程形成與制定的背景、過程,以及課程的內涵和等級指標;接著烏微課程內容的三次修訂經過與要點,從中分析其實施成效與遭遇的難題;復因蘇格蘭的中小學科學教育確有其獨特之處,乃略加敘述其一些特點;最後則歸納出重要結,並推測今後英國中小學科學教育改革的趨勢。 為數甚多的實徵研究顯示,英國自實施國家科學課程之後,其中小學的科學教育已有充足進步,學校自然科教學實務成效斐然,教師更樂意主動改進教學方法,行方面更能是供充足經費與資源配合教學,而學生對生活活潑的活動興趣盎然,大多能以積極的態度參與學習。然而國家科學課程在學習規程、成就目標與等級指標的設計方面,仍應進行較嚴謹的教學實驗以資改進;而在課程施與推行策略上,還須妥善籌謀,以免朝令夕改,使中小學在發展國家科學課程的經驗,頗值得我們深思與效法。 |
英文摘要 | The primary prose of this paper was to investigate the current practice of ‘5-16 school science curriculum’ in the United Kingdom, focusing on the National Curriculum Science adopted and implemented by England, Wales and Northern Ireland. The characteristics of Scottish school science was also depicted in brief for reference. This article set out to retrospect how the National Science Curriculum was formulated and came into effect as the statutory curriculum. The curriculum contents such as Programmers of Study (PoS), Attainment Targets (AT) and Level Descriptions (LD) were described and explored. After analyzing the three revisions of National Curriculum Science, this paper summarized main achievements and difficult problems in its implementation. The school science education of Scotland was described in one section due to its outstanding features. Since its statutory implementation from 1989, ad great deal of empirical studies has demonstrated that the school science in the United Kingdom has made a great stride in both teaching practice and student learning. Most students tend to be interested in science and get involved in science positively. However, National Curriculum Science was criticized heavily not only for its ambiguity in PoS, AT and LD, but also for its hasty and tedious implementation policy. In summary, the school science education over the past two decades had offered many valuable information for implementation and revision of the Nine-Year science Curriculum in Taiwan. |
本系統中英文摘要資訊取自各篇刊載內容。