引導學生參與科普寫作：基於一位長期投入科普寫作者經驗的高中課程設計建議

Facilitating Student Engagement in Popular Science Writing: High School Curriculum Recommendations Based on the Practice of an Experienced Science Communicator

本文採取由研究者（即筆者）多年參與科普寫作與教學的實務經驗，透過反思性敘述與經驗整理，探討如何將科普寫作的知識、技能與動機，轉化為高中課程設計的可行策略。透過第一人稱視角的描寫與詮釋，旨在呈現實務工作中所蘊含的知識形式、面對的挑戰，以及應對策略的發展與轉化。研究資料主要來自筆者過去數年間參與之科普寫作活動（如專欄撰稿、媒體經營）、教學實踐（包括高中課程設計、營隊活動與個人寫作指導），以及與學習者互動過程中所累積的觀察與反思。透過這些經驗材料的整理，本文旨在探討如何將科普寫作的實務知識轉化為具教學意義的策略與課程設計原則，進而回應當前高中科學教育在素養導向推動下所面臨的課程發展與教學支持需求。

This study adopts a reflective approach based on the researcher’s long-term engagement in science communication and instructional practice. Through first-person narrative and interpretation, the paper explores the forms of knowledge embedded in science popularization work, the challenges encountered, and the strategies developed in response. Drawing from experiences in writing columns, managing science media, designing high school curricula, and mentoring science writing competitions, the study aims to translate practitioner knowledge into pedagogically meaningful principles. The goal is to support the development of high school popular science writing instruction and address the needs of curriculum design and teaching support within a competence-based education framework. The insights provide insights into how practical experience can be systematized into instructional strategies that align with the goals of competence-based science education and encourage student engagement through writing.