從開放系統理論看自然與生活科技領域合科教學之個案研究

• Main Author: 李孟哲
• Other Authors: 蘇明俊
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/60665337627664934604

碩士 === 國立高雄師範大學 === 物理學系 === 96 === Abstract The study based on Open System Theory mainly aimed at the reason that the actual case study of integrated instruction adopted in the field of science and technology after the implementation of Grade 1-9 Curriculum Guidelines, and it further discussed the change and growth of the faculties. First, we referred to Open System Theory as the outline of this study. Second, the related essays and theories concerning domestic and oversea educational reforms and the integrated instruction in Grade 1-9 Curriculum Guidelines were referred to as the fundamentality to build up this study. In addition, we made census of the ways of education regarding the area of science and technology among public and private junior high schools in Taipei County and call on relative senior teachers to make a semi-constructional Q & A survey. Moreover, we proceeded in-depth interviews with the case relative teachers of science and technology, the P. T. A. president, and the director of educational affairs division according to this survey. Meanwhile, we assembled test running information, research and materials of Grade 1-9 Curriculum, and affiliated materials of seminars for science and technology education from the school studied. They are the needed evidence to affirm this work. Based on the above mentioned essays and theories, in-depth interviews, and information collected, conclusions and advice can be made. Depiction goes as follows: I. The development process of integrated instruction in the field of science and technology adopted by case-studied schools are in three periods: i. The Test Running Period of Grade 1-9 Curriculum: The sample school was assigned to be the test running junior high school of Taipei County in 1999 and 2000. The promotion was active. The teachers got the chance to know the curriculum better due to the test running. ii. The Beginning Period of Grade 1-9 Curriculum: Teachers in the field of science and technology were encouraged by the authorities concerned and started integrated instruction as the implementation of Grade 1-9 Curriculum. iii. The Late Period of Grade 1-9 Curriculum: While most of the schools returned to departmental teaching from integrated instruction, almost all science and technology teachers of the sample school tended to accept integrated instruction and decided to continue. II. The reason that integrated instruction was selected in the case-studied school regarding science and technology field: According to Open System Theory, the reasons can be attributed to: “the wave of educational reforms,” “the thinking of Grade 1-9 Curriculum,” “the cultural atmosphere in the school,” “teachers’ willingness and expertise.” Among these four, “the wave of educational reforms” and “the thinking of Grade 1-9 Curriculum” can be grouped under general social environment, while the other two can be grouped under campus environment. III. After implementation of integrated instruction, science and technology teachers grow in following aspects: i. Being more acquainted with the specific field in a complete and systematic way. ii. Giving students with more vivid and lively lessons. iii. With a more successful achievement in education. iv. Having a more enthusiastic attitude toward education. IV. According to the discovery and conclusion of this research, the related advice to educational administration units, schools, teachers, and the research in the future is as follow: i. Advice to the Educational Administration Units: 1. Adjust teacher education and training to synchronize with the boost of curriculum reform. 2. Re-evaluate the workload of teachers. Promote the quality of instruction. 3. Ease the pressure of entrance examination. Increase motives of teaching and learning. ii. Advice to the Schools: 1. Amplify the leadership of the schools. Create teacher learning culture. 2. Increase the opportunities of instructional observation and learning activities and conversation among teachers. 3. Encourage teachers to create innovative instruction and education under multiple assessments. iii. Advice to Teachers: 1. Improve your professions to adapt to the curriculum reform. 2. Teachers should keep the idea of life-long learning in their mind and get ready to be trained at all times. iv. Advice to the Future Studies: 1. Expand the study group. 2. Keep the trace of the possible change of the study result in the future.