課綱領航下國小科技師資培育的轉型之路

Navigating the Transformation of Elementary School Technology Teacher Education under the Curriculum Guidelines

研究目的

科技發展驅動教育變革，培育學生科技素養已成全球焦點。我國課綱亦強調此素養，期許學生具備系統思考與解題能力。由此，國小教師角色實屬關鍵，然現行師資培育體系在職前、實習、在職三階段，未能完全呼應課綱與時代需求。過往偏重資訊科技，忽略生活科技及其整合，致師資培育面臨課程失衡、整合不足等系統性挑戰。本研究旨在探討課綱理念下，國小科技師資培育三階段的核心挑戰，並提出轉型建議，供我國師資培育政策與實務參考。

主要理論或概念架構

本研究立基於十二年國教課綱理念。國小雖無獨立科技課綱，但總綱核心素養和「科技資訊與媒體素養」議題發揮領航作用。國教院指引建議涵蓋運算思維、設計製作與新興科技認識三大主軸，強調教師的課程設計與引導角色。此融入式、彈性途徑對師資提出更高要求，需具備課程設計轉化、跨領域整合以及教學引導與評量三大核心能力。本研究以此框架檢視師資培育三階段的挑戰與落差。

研究設計／方法／對象

本研究整合運用文獻探討法與系統性的文件分析法。文獻探討旨在梳理國內外科技教育、師資培育等相關文獻，以奠定理論基礎。文件分析則作為一種系統性的質性方法，對國家課綱指引、加註專長標準及代表性師資培育大學課程計畫等文件進行深入檢視與分析。透過文獻觀點與文件分析所得資料的交叉比對，剖析臺灣國小科技師資培育的系統性困境。

研究發現或結論

研究發現，課綱理念與師資培育實踐存有落差，三階段挑戰環環相扣。首先，職前教育：課程結構失衡（偏重資訊輕生活科技）、缺乏整合性課程、課綱理念轉化不足、理論與實作失衡，且受限於師資培育機構條件（師資、資源、合作）。其次，教育實習：面臨輔導教師科技專業落差、實習學校環境資源限制、實習生缺乏實踐整合教學機會與支持，以及大學與實習學校連結薄弱等問題。第三，在職進修：教師需持續深化專業，但現有進修未能回應整合需求，專業學習社群運作困難，且校內實踐亦受資源與支持限制。文件分析證實，師資培育課程在平衡性、整合性、核心概念深度上，與國家指引及加註標準要求有明顯落差。此系統性困境阻礙整合科技素養師資的培育。

理論或實務創見／貢獻／建議

本研究貢獻在於：系統性梳理師資培育三階段連貫挑戰；整合多元證據提供實證基礎；提出涵蓋三階段及政策層面的整合性轉型建議，強調均衡發展、整合教學、深化理念、強化合作支持，呼應課綱與國際趨勢。實務建議：職前應調整課程結構、開發整合模組、深化課綱理念與核心概念教學、促進機構內部合作；實習應強化輔導教師專業、建構優質實習環境、提供具體教學支持、促進大學與學校夥伴關係；在職應提供系統性整合研習、支持多元教師專業社群、建構多元教學支持系統；整體政策需完善整合性師資培育政策引導與評鑑、加大三階段資源投入、建立精確師資供需評估與培育規劃。改善國小科技師資培育需多方協力，務實推進，方能培育符應未來需求的優秀師資。

Purpose

As technology transforms education globally, it is crucial to cultivate students’ technology literacy, which emphasized in Taiwan’s Curriculum Guidelines (including Logical Thinking and Problem Solving). However, the current elementary teacher education system (pre-service, practicum, in-service) has not adequately responded to these demands, often prioritizing information technology over living technology and its integration, resulting in systemic challenges like imbalance and insufficient integration. This study, therefore, investigates these core challenges across the three stages of teacher education, using the Curriculum Guidelines as a framework, and proposes recommendations for policy-making and practical implementation.

Main Theories or Conceptual Frameworks

This study is grounded in the Curriculum Guidelines of 12-Year Basic Education. Although elementary schools lack a dedicated technology guideline, the General Guidelines outline relevant directions through the inclusion of the Core Competencies and the key issue of “Information and Technology Literacy and Media Literacy.” National Academy for Educational Research Guidance recommends covering computational thinking, design/making, and emerging technologies, highlighting the teacher’s role. This integrated approach demands higher teacher capabilities, specifically in curriculum design/transformation, cross-disciplinary integration, and teaching guidance/assessment. This framework is employed to examine challenges across the three teacher education stages.

Research Design/Methods/Participants

This study adopts both a literature review and systematic document analysis. The literature review synthesizes relevant domestic and international literature on technology education and teacher education, in order to establish a solid theoretical foundation. Document analysis serves as a systematic qualitative method to examine and analyze key documents, including national curriculum guidelines, add-on specialization standards, and curriculum plans from representative teacher education universities. By cross-referencing insights from the literature with findings derived from document analysis, the study dissects the systemic dilemmas in elementary school technology teacher education in Taiwan.

Research Findings or Conclusions

The findings reveal a significant gap between the philosophy Curriculum Guidelines and its implementation, with interconnected challenges across all three stages of teacher development. In pre-service education, key issues include curriculum imbalance (prioritizing Information Technology over living tech), a lack of integration, inadequate translation of the philosophy of the Guidelines, a disconnection between theory and practice, and institutional limitation (such as faculty and resources). The practicum stage presents gaps in mentor expertise, limited school resources/ environments, insufficient opportunities for integrated practice, and weak university school links. At the in-service development stage, teachers struggle with professional development which is often misaligned with integration needs, difficulties in the operation of Professional Learning Community, and resource/support constraints for implementation. Document analysis confirms these deficiencies (such as curriculum imbalance, a lack of integration, and superficial engagement with core concepts) when compared against national standards, hindering the cultivation of teachers with integrated technology literacy.

Theoretical or Practical Insights/Contributions/Recommendations

Key contributions of this study include mapping the interconnected challenges across the three stages of teacher education, providing an empirical basis via diverse evidence, and offering integrated transformation suggestions targeting all three stages and policy-making. The recommendations emphasize the importance of curricular balance, integration, deeper alignment with the curriculum philosophy, and collaborative support. Practical suggestions are proposed as follows:

- Pre-service: Adjust curricula, develop integrated modules, deepen Guidelines/ core concept teaching, and promote internal collaboration.

- Practicum: Enhance mentor professionalism, establish quality environments, provide concrete support, and foster university-school partnerships.

- In-service: Offer systemic integrated Professional Development, support diverse Professional Learning Communities, and build multifaceted support systems.

- Overall policy-making: Refine guidance/evaluation, increase resource allocation, establish accurate supply-demand assessment.

To sum up, improving elementary technology teacher education requires multi stakeholder collaboration and pragmatic implementation to cultivate future-ready teachers.