澳門小學常識科教師在融合生班級上運用 STEM 教學方法之研究

澳門小學常識科課程改革常受到各地的政治經濟、文化背景和價值觀念等影響,在小學教育改革過程中它是一門不斷演變發展的科目。近年,澳門小學在常識科課程中積極推行STEM教學,促進學生靈活地綜合運用科學、科技、工程及數學各方面的知識,培養學生動手實踐的能力及解難的能力,協助他們建構知識和發展國際視野,以應對新世紀帶來的挑戰,同時澳門政府於2006年,頒布了《非高等教育制度綱要法》,把融合教育推行至私立學校。教師面對課堂內的個別差異,如何透過各方面的調適去幫助學生發展個人潛能呢?
研究者從教育政策、教學實務、教學策略以及教師專業發展等不同角度切入探討。本文著重探討STEM教學在澳門推行的現況,深入探究常識科教師在融合班推行STEM的教學狀況,討論前線教師之真實意見,分析如何制訂政策措施,支援常識教師有效地推行STEM教學,令有教育意義的課程意念真正地實踐,從而進一步推動澳門的教育發展。本研究是以常識科教師作為訪問對象,在整個研究過程中採用深度訪談法,通過搜尋、閱讀相關文獻及「半結構式訪談」的方式進行資料蒐集,最後根據研究之結果提出務實的建議,以作為政府、社會、家長以及教育持份者之參考。
The reform of primary general studies that are continuously evolved in the primary education of Macau are always influenced by political and economic environment, cultural traditions, value views and others in local places. General education development to be an evolutionary process. In recent years, Macau primary school starts to promote STEM education in general studies to dedicated to cultivate student’s interests of learning and spirit of exploration through knowledge of comprehensively using science, technology, math and engineering, for facing the challenges in the new century.
In 2006, Macau government published “Non-higher Education System Outline Method” to promote integral education into all non-public schools, it aims to lead teachers, students and parents to recognize, accept and respect individual differences, towards individual differences in classroom. Government and school should put forward ideas on how to help students develop their potential through adjustment in various aspects.
The researchers discuss from different perspectives such as educational policy, teaching practice, teaching strategy and teacher professional development. This paper emphatically discusses STEM education present situation in Macau. It discusses the opinions of front-line teachers and to analyze how to formulate policy in Macau so as to help teachers of general studies effectively implement STEM education.
In this study, general studies subject teachers were interviewed, the in-depth interview method is used in the whole research process to collect data through interviews, non-participatory observations, and literature analysis. The suggestions made by this research based on this result are only for reference by the government, the community, parents and education supporters.