- 作者： 陳文典
- 作者服務機構： 國立臺灣師範大學物理系
- 中文摘要：
做為一個科學教師，在不同的教學目標、不同的教學策略下，其所面臨的教學情境，自然有其不同的問題。我們由STS教學模式的施行中，可以察覺到這種由學生主動的學習活動中，例如探討問題的選擇、解決策略的提出，以及學生在學習的活動過程中涉及所需的資源和設備，這些未必是學校實驗室所能充分提供的，而觸及的各方知識，也未必是教師事先所規劃的內容。這種教學模式和以往由教師對教學內容的事先規劃、整個較成由教師所掌控的講解式教學有很大的不同。
教師在這種教學環境下，如何扮演一個優秀的學習導引者，面臨一些涉及科學性、社會價值觀的議題時，如何帶領學生做出科學的批判，由實際但紛雜的處理問題過程中，如何協助學生歸納統整出科學概念。在這種教育環境下，教師不僅需要扮演為學習的引導者、諮商者，自己仍要是一個優良的學習者。教師專業能力也因此有待多方的開發和準備。 - 英文摘要：
Setting out for different teaching goals and approaching the goals by alternative teaching strategies, a science teacher may meet with various of problems. From the perspective of STS instruction in which students are encouraged to play the active role, it is found that the relative equipment and facilities needed for choosing topics and proposing strategies and students’ activities for learning are not exactly what can be completely provided in the laboratory. Moreover, the relative knowledge needed in the process is very possibly not included in the originally planned content in the teacher’s mind.
Under these circumstances, a good teacher should still try to be the guide and assist the students in making scientific judgment when faced with topics concerning science and social concepts, and help them to integrate the complicated materials in the practical process.
This teaching style is quite different from a traditional style in which teachers can be well-prepared in advance and control the whole teaching process. In the STS classroom a good teacher simultaneously plays the role of instructor, consultant, and learner. Our study is to analyze the character of STS teaching process in which the problems that teacher have been faced. In our report, we outline the requirement of professional ability that teacher must be equipment in STS teaching mode. - 中文關鍵字： STS教學; 教學能力
- 英文關鍵字： STS instruction; Teaching ability
