我國科學教育改革的新動向

A New Trend of Science Education in Taiwan

我國目前正如火如茶如荼地進行教育改革，課程學者與科教專家察覺到臺灣現今面臨全新的挑戰，新奇的問題以及層出不窮的爭議。有感於我國社會上之公民，未受充分裝備以解決上述問題，亦沒有能力作負責的抉擇，欲使下一代完成學業的高中生具有恢宏的視野與國際觀，必須讓這群未來的公民充分明白整個社會的實況，並將科學、環境、科技與社會相互間的關係釐清。\r由於九年一貫自然與科技新課程十分重視新科技之教學，科教學者以及課程專家無不認為欲使學生有能力因應高科技社會錯綜複雜的挑戰，實須採用STS課程的真義及精髓，除了設計新的課程與教材之外，更須實施全新的教學與學習理論，以嶄新的目標與哲學為基礎，全面進行革新。本文首先介紹世界各國科學教育改革的大趨勢，其次對邁向新世紀的我國科學教育加以探索，接著針對STS課程與教學在我國研究與實施之成效作一評估，並探究教學實驗的相關情況，最後提出實施STS教學的具體作法，冀望STS教學理念能夠落實於我國跨世紀。

When the twenty─first century is dawning nearer and nearer， people in Taiwan have aired their views that science curriculum should be revised and re─designed to cope with urgent needs due to societal change and modern developments. Building on the local and community based education， students are to develop prospective orientation and cosmopolitan attitude. “Should─centered” approach should be adopted so that students are motivated to actively learn， think， create and solve problems， and ， in the long run， they will be able to acquire the habits of mind of value clarification and value judgment.Such radical change calls for integrating curriculum with learning materials and teaching methods. Constructivistic learning should be addressed to enhance sense─making， and issue─based strategy in connection with the interaction among science， technology and society should be taken to promote students’ literacy. STS educational movement has been demonstrated to have the potential of successfully putting new science curricula into effect in accordance with the empirical findings evidenced from the Group Research Project of STS Teacher Education under the financial support from the National Science Council.This article starts by reviewing the current science education reform all over the world， and then investigates the main goals of science education for the different levels in our schools. Subsequently， a large section has been devoted to describe how the STS movement in science education has been carried out in terms of empirical research and teaching practices in the Republic of China on Taiwan. In the last section， many practical methods and feasible suggestions have been offered to all those who are highly interested in the STS teaching and learning. Further action research should be done to seek possible ways of implementing the STS curriculum in different levels of school science in Taiwan.