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十月 10, 2016, 09:54

[關於教育。生活科技]生活科技現況有感:一條魚不應該再被逼迫去爬樹的世界

圖片來源:http://blog.ilc.edu.tw/blog/index.php?op=printView&articleId=554584&blogId=5801

九貫一開始我一直相信教改的精神,透過社群、研習、自學,努力學習自然科相關內容,進行跨領域的課程設計,直到6年前看到這張課表,這樣的課表反應了一些現況,原來在檯面下的事已被理所當然的放到檯面上來

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有些課表 生活科技的位置 一直存在著

有些被[自然]這名稱籠統帶過

於是這些年  所有的生科老師應該都有過這樣的困擾 

一、情境一:介紹自己

A:[老師,你教哪一科?]

生科師:[國中生活科技]

A:[喔!生物][喔!資訊][喔!那是什麼...]

生科師:[A,就是以前的工藝]

A:[喔!工藝?現在還有工藝]

二、情境二:自然與生活科技研習---講題:初衷---看見每個孩子的亮點

B:[我們要帶起每個孩子,我們要看到每個孩子的亮點,我們要適性揚才]

舉手:[請問老師,有許多改變需考慮時間規劃,請問貴校自然與生活科技課時數怎麼安排]

B:[七年級4節,八年級4節,九年級5節]

舉手:[含生活科技嗎?]

B:[沒有耶]

舉手:[所以生科有另外的時間上]

B:[沒有,我們學校沒有生科課,不過我們有做自然專題研究、科學閱讀]

B:[好來接下來我們繼續談,我們要帶起每個孩子,我們要看到每個孩子的亮點,我們要適性揚才]

舉手:[沒有生科課,這問題要怎麼解決呢?]

B:[沒有辦法耶,沒有人會上]

舉手:[那會開生活科技教師缺,或增能嗎]

B:[我們學校是開自然缺,增能啊,107科技團才成立,目前沒有需求耶]

舉手:[那學生的學習權利怎麼辦]

B:[我們沒人會上,這是歷史共業,但,我們會做自然探究,科學閱讀]

B:[好來接下來我們繼續談,我們要帶起每個孩子,我們要看到每個孩子的亮點,我們要適性揚才]

魚要學會爬樹嗎!!

三、情境三:自然與生活科技專業增能研習

C:[歡迎大家參加107年課綱說明]

舉手:[請問有規畫科技領域課綱說明或相關課程嗎?]

C:[沒有喔,生活科技107年會獨立成科技領域]

舉手:[請問有中央團員可協助說明嗎?]

C:[沒有喔,中央自然與生活科技輔導團輔導團並沒有生活科技科的輔導員喔]

舉手:[所以未來我還要參加自然與生活科技的研習嗎?]

C:[要喔,你是自然與生活科技的一份子,接下來工作分配還要麻煩老師]

四、情境四:辦公室

D:[以後自然科只有三堂課?]

E:[為什麼?]

D:[因為被科技吃掉了?]

情境四,其實也發生在十二年課綱高層會議上,許多委員一開始也把生活科技放在彈性時數[這些委員均是重要教育相關人員]

接著參與者無不從自己本科本位出發  爭取

至於   107年前教學現場的問題就擺著吧!

有些課表 生活科技 一直存在著

有些是被自然籠統帶過

但更多的是被生物、理化所取代   連影子都沒有

主政者其實是知道的

連在十二年國教課綱討論會上都是如此

當決策者[關上門,業障重],我們可以做什麼

吐完苦水  一起來做事吧  一起為未來做準備

一條[魚]不應該在被脅迫去爬樹的世界

也以此提醒自己




 
 
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