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首頁/研究主軸/績效責任/研究計畫/第四學習階段科學素養長期追蹤

第四學習階段科學素養長期追蹤

A longitudinal study of junior high students’ scientific literacy
  • 資料類型

    研究計畫

  • 計畫編號

    NAER-2019-041-A-1-1-E1-09

  • GRB編號

    PG10903-0355

  • 計畫名稱

    第四學習階段科學素養長期追蹤 A longitudinal study of junior high students’ scientific literacy

  • 整合型計畫名稱

    中小學生成就長期追蹤評量(TASA-L)

  • 所屬計畫

    子計畫九

  • 計畫主持人

    蕭儒棠

  • 共同主持人

    吳文龍

  • 經費來源

    國家教育研究院

  • 執行方式

    自行研究(本院經費-本院人員)

  • 執行機構

    國家教育研究院

  • 執行單位

    測驗及評量研究中心

  • 年度

    2019

  • 期程(起)

    2019-08-01

  • 期程(迄)

    2022-12-31

  • 執行狀態

    執行中

  • 關鍵詞

    十二年國民基本教育,科學素養,標準設定,核心素養

  • Keywords

    Core competence,Scientific literacy,Standard setting,,Compulsory education program

  • 研究主軸

    中小學生成就長期追蹤

  •   臺灣之國民小學、國民中學及高級中學等教育階段之一年級學生,將於108學年度起逐年開始接受「十二年國民基本教育課程綱要」(以下簡稱108課綱)之課程。在108課綱的規範下,無論課程設計、教師教學,與學生學習,都將依循素養導向的精神,以達成課綱中訂定之教學目標。然而,如何檢驗學生學習成果是否達成教學目標,教師之教學是否有助於達成教學目標,則有賴於適切的評量工具。本研究為呼應108課綱素養導向規劃之五年期研究計畫,研究目的包含研擬及建置評量架構、標準設定、評量題庫,並協助總計畫建立第四學習階段科學素養長期追蹤資料庫。探討的議題有:108課綱以素養為核心之自然科學領域課程綱應如何轉換為評量架構,以檢視學生的學習成效?科學素養導向的評量應如何設計,才能有效地評量科學素養?科學素養的評量標準應如何設定,才能反應不同層級的科學素養?本研究透過長期追蹤與比較「國民中小學九年一貫課程綱要」(以下簡稱97課綱)與108課綱兩群學生之學習表現,評估108課綱實施之成效,了解97、108課綱的學生在科學素養的學習表現,做為下一波自然科學領域課程綱要修訂的實證依據。

  •   This study is a five-year research project which aims to draft the standard setting and assessment framework based on the scientific core competence for the 2019 National Curriculum, and to build a database for longitudinal study. The 2019 Curriculum, which serves as guideline for the 12-year Compulsory Education program, is to be implemented in the fall of 2019, starting with first-graders in primary schools, junior high schools, and high schools. Until then, course design, school teaching and student learning will all be censored to conform to the 2019 Curriculum in effort to achieve its academic goal, but concerns for effective evaluation of school teaching and student learning will eventually come down to a reliable assessment. This study focuses on exploring how the core competence in science as required in the 2019 Curriculum could be transformed into an assessment framework so as to examine learning gains, how such assessment for scientific core competence should be constructed to gauge the core competence in its abstract form, and, lastly, how the standard of scientific core competence ought to be set to discern stratified level of scientific competence. In order to evaluate the performance of the 2019 Curriculum in scientific literacy, the longitudinal study is applied to the two group students, one group is based on the old national curriculum context, and one group is based on the 2019 curriculum context. The results of this research will guide the next circle reform on curriculum.

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