第二專長教師投入生活科技教育之動機、課程意識建構與教學實踐初探 A Preliminary Exploration of Second Specialty Teachers’ Motivation, Curricular Consciousness Construction and Teaching Practices in Living Technology Education
摘要
非專長授課是教學現場中實際存在的問題，第二專長班即是為此因應而生的教師專業發展途徑。本研究的目的在於探討修習生活科技第二專長課程的教師在投入科技教育時，其自身之動機、課程意識建構及教學實踐的轉化，以期能作為未來推動科技領域師資培訓與教師專業發展之參考。本研究採問卷調查與半結構深度訪談之個案研究法，針對參與第二專長班的教師進行研究，先以問卷調查全體29位學員對實施生活科技課程意願之觀點，再以個人與小組訪談的形式，邀請其中九位學員進行深度訪談。訪談時間為2018年10月，每次訪談時間約60分鐘。研究者運用質性分析軟體進行資料的編碼與分析後，對應量化問卷的分析結果， 歸納以下研究發現：一、參與第二專長班之動機，主要源於自身對於實作之興趣與學校教學需求；二、參與第二專長班對其課程意識建構之影響，包含有助於提升對生活科技課程之專業覺知、形塑實施科技教育之信念，並對任教生活科技建立正向的自我覺知；三、教學實踐會促使第二專長班教師快速吸收及轉化專業知識，但在過程中容易因外在環境因素的干擾與自覺專業知識不足，而影響教學信心；四、校內外教師社群與學校行政的支持，是協助第二專長班教師克服教學困難的重要關鍵。 Background Technology education plays an increasingly vital role in ensuring students’ technological literacy under the new Curriculum Guidelines of 12-Year Basic Education, which was introduced in 2019. However, because of the low importance assigned to living technology courses, most schools do not have sufficient qualified teachers in this field. This poses a hurdle in the implementation of the technology curriculum of Taiwan’s 12-year basic education. Moreover, because of declining birthrates, many teachers have no students to teach and the number of teachers in junior high schools have consequently shrunk. The Ministry of Education established a second-specialty course to provide teachers with a second professional certificate to meet the teaching needs of schools. Living technology is based on hands-on learning, problem-solving, and design thinking. Therefore, in addition to the conceptual knowledge of technology and engineering, living technology teachers should possess diverse practical skills and engineering design thinking and problem-solving abilities. Unlike other traditional disciplines, the living technology course attaches great importance to practical hands-on skills for solving technical problems, which is a major challenge faced by teachers of the second specialty. On the basis of this background, this research explored different means of helping teachers with second specialty to teach living technology more effectively. Purpose The purpose of this study i