地方本位教育的探究教學增進物理科師資生 教師專業知能：以大學社會責任實踐偏鄉 教育為例 Inquiry-Based Teaching Approach to Improve Physics Preservice Teachers’ Professional Competence: University Social Responsibility Project for Place-Based Education in Rural Areas

• Published in: Jiao yu ke xue yan jiu qi kan 2023-09, Vol.68 (3), p.35-60
• Main Authors: 林建隆 Jang-Long Lin, 林登敏 Deng-Min Lin, 鄭依萍 Yi-Ping Cheng, 康智凱 Zhi-Kai Kang
• Format: Article
• Language: English
• Subjects: inquiry-based teaching; physics preservice teachers; place-based education; rural education; teachers’ professional competence; 偏鄉教育; 地方本位教育; 探究教學; 教師專業知能; 物理科師資生
• ISSN: 2073-753X
• DOI: 10.6209/JORIES.202309_68(3).0002

探究教學是當前自然科學領域課綱中強調的重要教學方法和特色，且被認為是可解決學習成效的通用方案，但針對偏鄉地區，師資生較缺乏結合當地文化與環境所需具備的教學技能和知識，若能融入地方本位教育特色於教師職前教育課程，才可更有效引導及激發偏鄉學生的潛能、提升自信，進而促其擁有自我實現的能力，此乃現今師資培育所面臨的重要問題。 本研究採混合研究法，以偏鄉國中為教學實踐場域，引導師資生體驗、設計及施行符合偏鄉地方本位特色的探究教學教材，探討其對職前師資培育課程的價值及整體師資生專業知能提升情形。研究對象為修習「物理科教學應用與實作」教程必修課程的15名師資生。研究工具採「教師專業知能量表」；質性部分針對教師反思日誌、教學活動錄影、錄音、師資生反思實踐心得、期末歷程檔案與晤談紀錄等進行資料分析。研究結果顯示，師資生於偏鄉場域實踐教學後，教師專業知能量表的習得、運用、重要程度及總量表之後測均顯著優於前測，師資生對設計與實踐偏鄉地方本位特色探究課程、小組合作學習、探究引導與提問技巧、主動關懷偏鄉教育的責任感等各方面表現亦均有所提升，本研究可供職前師資培育相關課程之參考。 According to the United Nations 2030 Sustainable Development Goals, rural education should fulfill the requirements of quality education and reduce inequality. The concept of “justice in education” should not be limited to resource allocation. Students in rural areas face several disadvantages. Teachers should consider the living conditions of students in rural areas to avoid exacerbating the challenges faced by these students, who often lack interest in education and feel powerless. Inquiry instruction is an important teaching method in the field of natural sciences that aims to improve learning effectiveness. However, in rural areas, preservice teachers often lack the necessary teaching skills and knowledge to integrate local culture and the environment into their teaching practices. If the characteristics of place-based education are integrated into preservice teacher training courses, preservice teachers can develop the ability to guide and stimulate rural students to unlock their potential, increase their confidence, and undergo self-realization. This has become crucial in preservice teacher training. Using a rural junior high school as the site of teaching practice, in this study, preservice teachers were guided to experience, design, and implement an inquiry-based teaching course that incorporated the characteristics of rural place-based education (PBE). The study explored the value of this approach in preservice teacher training courses and how it can enhance overall professional knowledge in preservice teachers. A review of the literature was conducted to investigate the effectiveness of a PBE teaching program for enhancing the professional development of teachers. According to the constructivist student-centered perspective in the literature, an innovative PBE inquiry teaching program was proposed. To effectively implement this program, teachers should be familiar with the characteristics of PBE in their field. Teachers should also be able to identify students’ original i