國中跨域核心素養課程之行動研究──以DBR取向之特色班級牌製作STEAM課程為例

Action Research on Interdisciplinary Core Competencies Curriculum for Junior High Schools - Taking DBR Teaching Model into Special Class Card Making in Steam Course as an Example

"十二年國教的理想，是透過教育－持續強化中小學課程之連貫與統整，實踐素養課程。以期落實適性揚才之教育，培養具有終身學習力的孩子（教育部，2014）。這當中傳遞出的訊息代表在教學上從教師為中心，轉變成學習者中心。學習上也由科目學習到跨領域、跨科目學習。透過行動研究來了解設計本位研究（Design-Based Research, DBR）課程的實施，是否真有達到讓學生自己從問題判斷到解決問題，成為一種學習路徑。本研究藉由新北市某國中七、八年級，每班2名學員，共計24位，參與STEAM (Science, Technology, Engineering, Art, and Mathematics)課程－特色班級牌的製作。透過課程實施以進行資料收集，採質性、量化等方式來分析整理。研究者發現學員雖然剛開始不習慣這樣的學習方式，但藉由教師適時的引導，最後皆能順利解決問題。另外，這樣的學習方式也運用在不同領域的課程，從他們階段任務的達成和花費時間的縮短。以及最後能清楚回饋說出每一個階段的學習要領，研究者發現孩子經由課程達到「動手做，做中學」的目的。"

"The ideal of twelve-year basic education is to constantly strengthen the coherence and integration of the elementary and junior high school curriculums through the education to practice the competencies curriculum. In order to implement the education of nurturing talents and cultivate children with lifelong learning ability (Ministry of Education, 2014). The message conveyed here represents the transformation from teacher-centered to learner-centered in teaching. The study also extends from the subject learning to the interdisciplinary learning. The implementation of the Design-Based Research (DBR) course through the action rearch understands whether it has really achieved a learning path that students enable to judge and solve problems by themselves. In this study, there are 2 students in each class in the seventh and eighth grades of a junior high school in New Taipei City, a total of 24 students, participating in making the special class cards in the STEAM course.The data collecting through the implementation of the course takes qualitative and quantitative analysis to carry out. The researchers found that although the students didn’t make a habit of the learning methods at the beginning, with the timely guidance of the teacher, they were able to solve the problems smoothly in the end. In addition, this learning method is also used in the courses of the different curriculum fields. From the achievement of their tasks, the shortening of time, and the learning essentials of each task which they can clearly give back to in the end, the researcher found that the children would achive the goal of 'doing by hand, learning by doing' through the curriculums."