地質教中學

Abstract

臺灣是得天獨厚的地質教室，遍布全臺的地質考察點，自己未必全然知曉，從教學過程中省察自己的不足，也意識到單一教師的思維是有限的，同一個露頭，不同專業教師會有不同的切入觀點，深刻明白協同教學之重要性，課堂學習是教師專業發展和自我成長的重要機制，故本計畫融入學有專精的資深教師執行共同備課、觀課、議課，學習老師的教學經驗和學技巧，運用協同教學和合作探究（collaborative inquiry），使教師在教課過程中精進自我教學策略，讓教學行為內化成為自己的教學能量，強化教師專業知能，一方面改變教學現場延伸到戶外「讓學生做中學」，二方面透過協同教學「讓教師在教中學」，雙方共同深化學習成效為本計畫之宗旨。本計畫進行野外探究實作和企業參訪，設計野外尋寶單引領學生做中學，主要觀摩教師是洪奕星教授和王士偉主任，從中學習教師的授課策略和邏輯推演，也開發沒去過的地質調查地點，彙整的分析資料包括:野外探究學習單、學習回饋表、學生訪談表、教師觀摩記錄，分析結果顯示八成以上的學生喜愛這樣的教學方式，有助於激發地質科學的熱忱，除了關注學生的學習成效，從教師的角度內化和深化教學專業，對於教師專業成長及教育改革都有重要的參考價值。

Taiwan is a geologically unique classroom, filled with geological sites scattered across the entire island. As a teacher, one might not be fully aware of all these geological investigation points. However, through the teaching process, one can reflect on their own shortcomings and realize that the perspectives of a single teacher are limited. Different expert teachers examining the same outcrop will have different insights. It is profoundly understood that collaborative teaching is of great importance. Classroom learning serves as a crucial mechanism for teacher professional development and personal growth.Hence, this project incorporates highly skilled and experienced teachers to collaborate on lesson preparation, classroom observation, and discussions. By learning from the teaching experiences and techniques of these seasoned educators and applying collaborative teaching and cooperative inquiry, the participating teachers can enhance their teaching strategies during their classes. They internalize teaching behaviors into their own teaching styles, strengthen their professional expertise, and, on one hand, extend the teaching scene beyond the classroom into outdoor settings, allowing students to learn through hands-on experiences. On the other hand, through collaborative teaching, the teachers themselves continue to learn while teaching.The core objective of this project is to deepen the learning outcomes for both students and teachers alike. The project includes field exploration and visits to geological companies, where a treasure-hunting activity is designed to guide students in learning through practical experiences. The primary teachers serving as models for observation are Professor Eason Hong and Director Shih-Wei Wang. By learning their teaching strategies and logical deductions, unexplored geological investigation locations are also developed.The collected and analyzed data include field exploration learning sheets, feedback forms, student interview records, and teacher observation records. The analysis results show that over eighty percent of students enjoy this teaching method, as it helps to ignite their passion for geological science. Besides focusing on students' learning achievements, the project emphasizes internalizing and deepening teaching professionalism from the teachers' perspective. This aspect holds significant value for both teacher professional growth and educational reform.