國中STEM跨領域教師專業發展與課程設計實踐探究：以一所臺灣東部完全中學為例

Professional Development and Curriculum Design Practice of STEM Interdisciplinary Teachers in Junior High School: A Case Study of a School in Eastern Taiwan

108新課綱正式實施，以跨領域的課程設計與實踐為彈性課程發展重點項目亦為學校校務發展特色之一。但在國中的教學現場中，仍有許多教師不清楚應該要如何進行跨領域教學合作，以及如何跨領域課程設計以引導學生學習。本研究採個案研究進行以質性為主、量化為輔，藉此研究科學、科技、工程、數學跨領域教學合作課程設計與實踐，以提出整合型課程方案，及STEM跨領域教師專業學習社群運作歷程困境，以供中小學教學現場教師參考。本研究的分析與探討，主要獲得的結論如下：1. STEM課程適合以跨領域教師專業學習社群模式進行。社群的運作必須有共同備課與增能的時間，最佳狀態為每周固定時段。2. STEM跨領域教學設計模式，以主題單元融入跨領域知識方式進行，需充分溝通平衡跨領域知識點，建構課程結構性。課程時數安排以兩節連排讓學生進行深度實作與討論，STEM跨領域課程實施初期，面對跨領域教師專業限制困境，以不同領域教師協同教學效果較佳。3.學生學習經驗問卷顯示學生喜歡STEM跨領域的課程體驗，對於跨領域主題單元所應用的學科知識有著更深的學習印象。

The twelve year basic education curriculum guidelines emphasize interdisciplinary curriculum design and practice, essential for flexible curriculum development and school improvement. However, many junior high school teachers need help implementing interdisciplinary teaching and designing curricula to facilitate student learning. This study used a case study approach with qualitative and supplementary quantitative methods to propose an integrated curriculum framework for STEM (science, technology, engineering, and mathematics) interdisciplinary teaching collaboration. It also examined the challenges faced by professional learning communities for STEM teachers. The findings offered valuable insights for primary and secondary school teachers, highlighting that the STEM curriculum is conducive to interdisciplinary professional learning communities. Effective community operation requires common preparation and capacity building time, ideally a fixed weekly slot. The STEM teaching model should integrate thematic units, interdisciplinary knowledge, and balanced communication to construct the curriculum. Course hours should be scheduled in consecutive periods for in depth student engagement. At the initial stage of implementing interdisciplinary STEM courses, the challenge of teachers’professional limitations in different fields is better addressed through collaborative teaching by teachers from different disciplines. Student feedback indicated a positive experience and a deeper understanding of disciplinary knowledge within interdisciplinary thematic units.