館校合作新模式：博物館與學校教師合作規劃主題式課程與實施之歷程──以「世界地理偵察營」為例

A New Mode of Museum-School Collaboration: A Case Study of “Exploring World Geography” - A Thematic Curriculum Development and Delivery

本研究探討博物館與學校教師合作規劃主題式課程與實施之歷程。研究者為博物館教育人員，透過與四位不同領域之學校教師合作，以國立科學工藝博物館於寒假開設之營隊課程為實施場域，並導入合作學習、協同教學、資訊融入等學習與教學方式，且透過研究札記與教師訪談等質性資料，以及營隊學員評量之量化資料了解課程規劃過程與成效。就課程設計歷程而言，本研究發現：凝聚團隊共識為首要條件、時程管理與良好溝通為團隊運作核心、博物館人員發揮領導功能為關鍵。而在課程執行過程，本研究則發現：不同授課教師帶來「新奇效應」、「樂育」之效果或可引發學生心流經驗、協同教學提升教學成效。而整體課程實施後之成效，本研究從學員之結構式試卷發現教學成效良好；惟未來進行課程時，或可延長課程實施期程、以更多元方式評估教學成效、以及避免只有少數學生發言決策。另從館校合作之實務立場觀之，本研究提出之課程運作模式有助於教師專業知能成長，未來有意推行類似課程之博物館人員，則需詳細斟酌博物館經費之運用，以及以教師為中心組成協同教學團隊。

In this study, we collaborated with 4 school teachers of different disciplines, developed a thematic curriculum and delivered to pupils of “Exploring World Geography” winter camp at National Science and Technology Museum. We applied the techniques of collaborative learning, team teaching, and information technology integration on the class; then we collected and analyzed quantitative and qualitative data to understand and develop the insight of the program. For the program design, we found that team consensus building is the priority, time management and effective communication is critical for team working, and the museum staff should demonstrate leadership. As to the class implementation, we found that different lecturers produced novel effect, the effects of edutainment might help students experience mind flow, and team teaching improved teaching effectiveness. As to student achievement, after comparing the pre- and post-test, we found that students performed well in our structured testing. And we suggested that program implementation timeline could be extended, multiple assessment methods can be applied, and oligarchy-alike division of powers should be prevented. In conclusion, the program in this study might improve teacher proficiency. For future implementation in museums, practitioners should consider the costs and the teacher-centered team composition.