培育師資生使用PO+E 教學法研發國小奈米科技教案與教學

Cultivate Pre-Service Teachers to Use the PO+E Teaching Method to Develop Primary-School Nanotechnology Lesson Plan and Teaching

因應十二年國教「探究與實作」的教學，本研究培育某國立教育大學修習「國小自然科教材教法」課程的24位師資生，以PO+E教學法研發國小奈米科技教案，並進行微型教學與國小試教。本研究採用PO+E 教學法設計教案評量（APD）來評量師資生所設計的教案，採用PO+E 微型教學評量（MTAP）來評量師資生的微型教學與國小試教。研究結果顯示：一、師資生能應用「科學與科技」課程所學得的奈米科技內容，成功轉換成為國小奈米科技的教案。二、師資生能應用PO+E 教學法進行奈米科技教案的微型教學和國小試教，建議師資生「預測」時不要解釋太多內容，引導「科學解釋能力」要使用學童聽得懂的語句。三、建議讓師資生先觀摩資深教師使用PO+E教學法與師生互動，則學習效果會更好。

 

In line with the teaching objective of ""inquiry and implementation"" as specified in the 12-year Basic Education, this study applied the PO+E teaching method to train 24 primary pre-service teachers who took the course of ""Primary natural science teaching material and method"" in a National University of Education to develop primary-school nanotechnology lesson plan in conducting micro-teaching and trial teaching. This study used Assessment of PO+E Design teaching plan (APD) to evaluate the nanotechnology plan, and Micro Teaching Assessment of PO+E (MTAP) to evaluate micro-teaching and trial teaching. The results were as follows: first, pre-service teachers could apply the nanotechnology content learned in the ""Science and Technology"" course and successfully convert it into nanotechnology teaching plan. Second, pre-service teachers could apply the PO+E teaching method to conduct micro-teaching and trial teaching. However, teachers should not explain too much content when ""making prediction"", and should use language expressions understandable to primary-school students to develop their ""scientific interpretation ability"". Third, the PO+E teaching method is suitable for the teaching of ""inquiry and implementation"". It is recommended that the pre-service teachers observe senior teachers who used the PO+E teaching method to interact with students in order to enhance learning effects.