素養導向國小自然領域漸進式探究教學之設計與實踐

Progressive Inquiry-based Instruction: Design and Implementation of a Competency-based Elementary School Science Instruction

十二年國教倡導自然科學教學已由知識本位導向轉變成素養導向教學，然而國小現場自然領域教師在面對素養導向自然探究教學時，卻是感到困難與充滿挑戰。為了解決國小自然領域教師所面臨的困難與挑戰並提供可行的教學實踐的解決方案，基於中小學科學教學現場的實踐經驗與線上適性學習平台的相關功能與特性，本研究提出「漸進式探究教學」的設計與實踐，依序針對素養導向的漸進式探究教學設計原則與模式進行介紹，並提供相關的課程設計示例，接著針對結合適性學習平台（「因材網」）之素養導向漸進式探究教學實施模式進行說明，最後，再提出「漸進式探究教學」設計與實施的相關建議。

The Taiwanese new curriculum standard launched in 2019 aims to transform the goal of science education from knowledge acquisition to competency maturation. However, for elementary school science teachers in Taiwan, it is difficult and challenging to implement competency-based and inquiry-based instruction. This study proposes Progressive Inquiry-based Instruction to address this issue. In this study, the principles and the steps for the design of Progressive Inquiry-based Instruction were introduced first, with a case of the instructional unit design for Progressive Inquiry-based Instruction. Then, a model of implementing Progressive Inquiry-based Instruction in science classrooms with an online adaptive learning platform, the Taiwan Adaptive Learning Platform (TALP), is further introduced.