以數學為核心的STEAM體驗課程發展

The Development of a Mathematics-Oriented STEAM Experiential Learning Course

本文以STEAM教育為基礎，介紹如何以數學為核心的跨學科課程設計概念。數學是重要的基礎學科，在STEAM教育中扮演關鍵角色。傳統的數學教學強調計算、理論，儘管108課綱強調的數學素養著重應用面，但依然可以更加推廣數學在跨學科的應用。因為這不僅影響學生的學習興趣，同時也能鼓勵投入於STEAM領域的發展。本文分析數學的多元面向，並詳述數學在科學、工程、科技、藝術等領域的應用實例。如在藝術領域中，透視、黃金比例等數學概念便啟發了藝術家的創作靈感。諸多應用實例，說明數學的實際應用價值，突顯發展跨學科課程的必要性。在此基礎上，提出如何利用專題式學習，引發學生主動應用數學知識解決真實問題。文中以「電影」作為主題課程範例，展示如何圍繞電影技術發展史，設計出一系列的跨學科探索活動。視覺暫留現象、機械動畫原理、摩爾紋、信號處理等，課程將數學與科學、藝術、工程等領域緊密結合，讓學生在實作中體會數學的實際應用。此課程模式旨在培養跨學科思考能力，並提高學生的數學學習動機。然而，這只是教學創新的第一步，未來將持續探索，如利用數位軟體等豐富課程形式，並加強教師培訓，方有機會全面推動STEAM課程的實施。

In this paper, we introduce a conceptual framework for designing interdisciplinary curricula with mathematics at the core for STEAM education. As a fundamental discipline, mathematics plays a crucial role in STEAM education. Traditional mathematics instruction emphasizes computation and theory. Although the 108 Curriculum Guidelines stress the application aspect of mathematical literacy, the interdisciplinary applications of mathematics can be further promoted, which not only influences students' learning interest but also engages them with STEAM fields. We first analyze the multifaceted nature of mathematics and elaborate on its applications in science, engineering, technology, and the arts. For instance, in the artistic domain, mathematical concepts such as perspective and the golden ratio have inspired artists' creative ideas. These applications demonstrate the practicality of mathematics and highlight the necessity of interdisciplinary curricula. On this basis, the project-based learning is investigated to stimulate students to apply mathematical knowledge to solve real-world problems. The theme ''Cinema'' is presented as an example to illustrate the design of a series of interdisciplinary exploration activities. The course starts from the history of cinematic technology and closely integrates mathematics with science, art, engineering, and other fields, covering topics such as visual persistence, mechanical animation principles, moire patterns, and signal processing. All these topics allow students to experience the practical applications of mathematics through hands-on practice. This curricular model aims to cultivate interdisciplinary skills and enhance students' motivation to learn mathematics. However, this is merely the first step. Future efforts should be continued, e.g., enriching the course format through digital software and strengthening teacher training, essential for the comprehensive implementation of STEAM curricula.