112學年度第二學期
高二多元選修課程學習成果
基礎學術英文 Basic Academic English
201-傅丞佑
百字簡述
高二下學期的多元選修課程中，我與組員一同撰寫小
論文，使我對用英文做研究，不管是格式還是語言的
運用，都有進一步的理解。現階段由於分析能力尚不
足，未來希望能對議題有更深層的討論，讓結果更具
明確性。
目錄
課程學習成果說明
01
小論文撰寫時程
02
心得與省思
03
教師回饋與作品附件
04
課程學習成果
這堂高二多元選修課程可區分為兩大部分
小論文寫作: 我們分組參加了第四屆龍騰文化素養探究成果大
賞的徵稿活動，選擇一個永續發展目標，進行問題探究，我和
其他組員的主題為 Making Education More Efficient。過程中
老師也帶領我們撰寫小論文的序言、文獻回顧、結果與討論、
參考文獻以及摘要。除了以英文書寫小論文全文外，我們也製
作簡報。
❏ 托福測驗練習: 另外我們也練習了仿托福正式測驗的聽力、閱
讀以及整合題 (聽力與寫作)。
❏
小論文撰寫時程 (2024. 3-6 月)
分組、
確認主題
完成小論文
全文並投稿
參加比賽
撰寫摘要
3月17日
5月31日
6月14日
4月21日
6月7日
完成序言、
文獻回顧與
參考文獻初
稿
與小組成員
製作簡報
www.presentationgo.com
心得與省思
• 在一開始製作簡報的時候，我們總是把想表達的句子全部放在ppt中
，導致不僅呈現不了重點，而且排版還雜亂無章。在精簡的過程中，
我們漸漸學會如何用一個短語簡明扼要的表達重點，而不是段落；也
學會如何設計排版，讓重點更清楚直接被呈現。而最讓我遺憾的是
我們的結果討論並不明確，縱使有問卷的幫助，我們對問題的討論
依舊有點模糊，並不能呈現出強而有力的結論，顯示了我的分析推
論能力有待加強。若以後還有類似的探究，我認為我應該花更多的
時間對數據進行思考及推論，讓研究能完整明確，並且有始有終。
• 我給自己在這堂課的分數: ７ /10
教師評分與回饋
附件列表
01
摘要 第1頁
簡報 2-27頁
03
成果省思 第28頁
02
Writing an Abstract
小組成員: 傅丞佑、游翔任、王渝睿、施宏諭、林熙
小論文名稱: Making Education More Efficient
摘要字數:
268
字
Abstract:
After experiencing the Inquiry & Practice course of the 108 curriculum, we all
have doubts about whether it is effective, as we have observed a laissez-faire
situation in the class, which contradicts the original purpose of the 108
curriculum that students cultivate the ability of self-operation. Therefore, we
designed a questionnaire to collect students' opinions about the course and to
find out what can be facilitated. According to the feedback, we discussed the
issue from 5 aspects: satisfaction, seriousness, degree of deviation, skill
learning and improvement. Making statistics of the first three aspects, the data
of the first two formed a normal distribution, while most students felt that the
real practice deviated from the goal of the curriculum to a large extent.
Regarding the skills learned in class, about half of the respondents stated that
they hadn't acquired any, while the others had acquired skills of teamwork,
analysis, operation, etc. Improvements suggested by the respondents included
teacher-student interaction, freedom to work on their own, and the removal of
limited topics offered by the teacher. On the basis of the previous findings, we
have come up with several solutions to the problem, including letting teachers
know how students feel about the course and what they want to learn from it,
letting students choose a topic rather than being given one, and breaking down
class barriers so that those who are interested in the same subject can conduct
research together.
We believe that these improvements will make it easier for students to engage
with the course and will make the course more efficient by providing a suitable
environment for students to research and lucubrate.
1
MAKING
EDUCATION
MORE EFFICIENT
A Report On Our Progress with SDG4
組員：
201 24 傅丞佑
201 25 游翔任
201 03 王榆睿
201 13 施宏諭
201 10 林熙
2
Sustainable
Development Goals
And this is what we choose.
3
Introduction
SDG4: Quality Education
108 new curriculum
Inquiry & Practice course
Ideal state vs the real action
4
Motivation
1. The goal :
(1) students learn independently
(2) teachers as supporters
2. Real practice :
(1) students do their own things
(2) Laissez-faire
5
Research Purpose
1.discuss the cause of the gap
2.explore consequent effects
3.figure out solutions
6
Literature
About "Inquiry and Practice"
Review
Despite good intentions, it is not yet mature.
Teachers cannot adapt to transferring from "instructor" to "facilitator".
In 181 collected samples in the same grade:
159 students had taken the course of "Inquiry and Practice"
12 had not taken it
10 students did not know what "Inquiry and Practice" was.
------by NOWnews 2023.8.9
7
Literature
About "Inquiry and Practice"
Review
With 2,738 students surveyed by the National Education Research Institute,
over 60% of them followed instructions of teachers or textbooks, lacking the
spirit of inquiry.
Scholars in the field of natural science criticized the lack of supporting
facilities in the course.
insufficient on-site experimental equipment in middle school
------by United Daily News Group 8
Literature
About "Inquiry and Practice"
Review
Question 1:
Currently, the majority of high school "Inquiry and Practice" courses integrate subjects mainly in a
"disciplinary"( 分 科 ) manner, lacking substantial integration in course content, making it difficult to
achieve the goals of interdisciplinary integration and cultivate students' scientific inquiry literacy.
Solution 1:
Move towards a multi-disciplinary( 多 科 ), interdisciplinary( 科 際 ), or even transdisciplinary( 超 科 )
integration model, designed to connect different subjects through common themes, emphasizing the
exploration of life science problem-solving or social science issues. This approach is believed to
better align with the spirit of the new curriculum's inquiry and effectively cultivate students'
scientific inquiry abilities.
------adapted from 課程與教學季刊 2021, 24(4),頁 135~166 9
Literature
About "Inquiry and Practice"
Review
Question 2:
Teachers are distinctly subject-oriented, making it difficult to integrate opinions.
Solution 2:
Teachers need to provide scaffolding to guide learning and cultivate students'
inquiry abilities through concrete experiences.
------adapted from 課程與教學季刊 2021, 24(4),頁 135~166 10
Content
of the Report
01 Introduction
04 Literature Review
02 Motivation
05 Results discussion
03 Research Purpose
11
Results
By examining the current curriculum from a
third-party perspective with objective datas,
we came up with feasible approaches:
Design a feedback form for each class.
Hold small lectures so that each student
can better understand the course content.
12
Results
To collect everyone’s opinions,
we designed a form to conduct surveys for high school students
who have experienced 108 curriculum and Inquiry and Practice.
13
Participants
We have collected 34 samples
from 33 senior high school
students and 1 teacher, who all
have experienced 108 curriculum
and Inquiry & Practice course.
To expand the data sources
and increase credibility, the 33
students are from 5 different
high schools.
14
Q1:就現在而言，您對 「探究與實作」這門課程的滿意度是？
Percentage(%)
25
20
15
10
5
satisfaction
(from low to high)
0
1
2
3
4
5
6
7
8
9
10
15
Q2：在過去／現在參與「探究與實作」這門課程時，您認為自己的認真程度？
Percentage(%)
50
40
30
20
10
degree
(from low to high)
0
1
2
3
4
5
16
Q3:您認為108課綱設計 「探究與實作」課程的初衷與實際情形偏離程度？
Percentage(%)
50
40
30
20
10
degree
(from low to high)
0
1
2
3
4
5
17
Q4:您認為自己過去／現在在 「探究與實作」這門課程中學到了什麼技能？
We can categorize these responses into several parts:
1.The capacity of conducting a research or an experiment
2.Abilities to analyze the detailed parts of results and how to
make a complete report by themselves
3.Teamwork and cultivation of leadership
4.Others and None.
18
Q5:為了促進課綱的改良，想搜集您在第一線教學現場有無可以改良之處。
若有，請再詳細填寫具體措施。
There are concerns about 108 curriculum,
we can classify these into a few genres below.
1.From the aspect of the teacher:
Areas for improvement range from teaching passion to
interactions with students.
2.From the skeleton of the content of the course:
The goal of Inquiry and Practice, and how to execute it
completely should remain free for students’ research.
3.From other aspects or with no opinion:
For example, students’ ideas about the whole course, etc.
19
Discussion
For the first three line graphs, we can observe that:
Though most data show respondents remain
neutral, we can still ensure that a large part of
responses to “Q3” indicate that it might be a
severe problem for the deviation of 108
curriculum.
Furthermore, we have Question 4 and 5 to
support this.
20
Discussion
For the first three line graphs, we can observe that:
Besides, from the first two graphs, despite a number
of students presenting with no satisfaction, half of
them are still making their effort to participate in
class.
So, how can we come up a solution to the problem?
We have some preliminary insights into it.
21
Discussion
For the last two questions, we can observe that:
According to the responses, most students are
equipped with following skills :
1.Operational 2.Analytical 3.Cooperational capacities
Main answers presented the following three
improvements for Inquiry & Practice course :
1.Teacher-student interaction
2.freedom for self-operation
3.removal of confined subjects offered by teachers
22
Reflection &
Solution
1. Let teachers know how students feel about the course
and what they want to acquire from the class.
2. Let students determine an self-imposed topic instead
of being given an assigned one.
3. Break down class barriers to enable students who are
interested in the same topic to research together.
23
Limitations
and future research
For now, we don’t have enough respondents and statistics
that we might not be able to analyze what real reactions
the recipients have.
Thus, we would do more efforts to perfect the inquiry.
Expand recipients from more different regions.
Adopt more feedback and propose more thorough solutions
24
References
NOWnews 2023.8.9
https://reurl.cc/7007dk
United Daily News Group
(游昊耘、許珮絨)
https://reurl.cc/Gjj4jD
探究與實作年會
(高雄市教育局)
https://reurl.cc/r99r3E
25
References
陳 世 文 世 文 , & 顏 慶 祥 慶 祥 . (2021). 「 探 究 與 實
作」課程在普通高中自然科學 領域實施概況之調查研
究. 課程與教學季刊, 24(4), 135–166.
https://doi.org/10.6384
https://reurl.cc/4rlvp3
26
References
十二年國教課程教育綱要 探究與實作
https://reurl.cc/Djj4KQ
開發科學探究與實作評鑑工具評鑑四位
高中自然探究與實作教師教學之成效
臺灣師範大學科學教育所 碩士論文
(李驥撰 2020)
https://reurl.cc/RqqWYn
27
龍騰第四屆素養探究成果大賞——素養探究【成果簡述與自我反思】
請留意：以下欄位皆為必填，缺少欄位將影響報名收件或評分。
作品主題名稱
Making education more efficient
對應科目
□國文
□英文
□數學
□物理
（可複選）
□歷史
□地理
□公民
□跨領域 □其他
對應龍騰教材章節（例：第
□化學
□生物
□地科
第二冊第四課
一冊第一課）
對應 SDGs 項目
（可複選）
□1. 消除貧窮
□10. 減少不平等
□2. 消除飢餓
□11. 永續城市與社區
□3. 良好健康和福祉
□12. 負責任的消費與生產
□4. 優質教育
□13. 氣候行動
□5. 性別平等
□14. 水下生命
□6. 潔淨水與衛生
□15. 陸域生命
□7. 可負擔的潔淨能源
□16. 和平正義與有力的制度
□8. 尊嚴就業與經濟發展
□17. 夥伴關係
□9. 產業創新與基礎設施
成果簡述 (創作緣起、理念、製作過程及作品簡介)
限 100 字
全文總字數統計： 100
字
身為明星高中的一員，身邊同學受升學主義所染，因此在高一探究與實作課程中，望去皆是自習的身影，只剩老師
在台上講解。觀察此現象後，我們決定對於原因和想法進行探究，在於希望教育革新可以更加有效進行，從中獲得對體制深
刻的認識。
自我反思 (遭遇困難、問題解決、成長收穫及自我省思)
限 500 字
全文總字數統計：
460
字
就目前的研究結果來看，可能我們目前所收集的數據關於族群和數量的部份都稍嫌不足，若是未來有時先進行更多
調查，或許可以更加精確地反映出在校園當中所觸及的各個族群實際的想法。而在進行當下，我們也頻頻遭逢到一些困難。
除了時間不足與調查對象不夠廣泛外，我們還可以再更進一步探討或是調查的有老師們實際上對於探究與實作的看法與他們
對此的見解，因此就結果而言有可能會偏向學生族群的結果。
而在過程中，我也更加認識到了我們現在所身處的教育環境下，可能會遇見的問題，不論是學生的觀點或是老師及
家長的觀點來看，都能夠更加深入的去了解，更甚者可以就此提出我們自己體驗的想法，提出可能的解決方案。這也會是未
來我們可能嘗試精進的方向。
以一個身處於教育現場的學生而言，了解課綱創新的本意與困難之處也是我們所需的技能。因為制度的健全除了需
要教師方的配合之外，更需要學生即時的反饋，才有機會創造出更加適合雙方的教學模式。而在這次的探究活動中，或許以
雙方的直接溝通，可能是改善教師與學生間對探究實作課程認知上的差異較佳的方式。
28