科學-技術-社會(STS)的「道德與公民」課程
Moral and Citizenship Education : The STS Approach
- 關鍵字：
- 道德教育、公民教育 / STS、Moral Education、Citizenship education
第四十二輯 - 1999-01-31
論道德教育的合理性基礎--黑爾與哈伯瑪斯道德教育觀之比較及其反省楊忠斌
On Reasonable Basis of Moral Education -- A Reflective Comparison between Hare's and Habermas' View on Moral EducationChung-Ping Yang
教育研究在教育政策形成中的地位 許智香
The Status of Educational Research in Educational Policy-MakingHsu, Chih-Hsiang
市場導向及其對高等教育之影響戴曉霞
Marketization, Marketing and Higher EducationHsiou-Hsia Tai
從美國教育券之實施論我國教育券政策符碧真
Educational Voucher policy in the R.O.C : What We Learn from the U.S.A ExperienceBih-Jen Fwu
隱喻的意義及其在學校行政問題解決的應用
The Meaning of Metaphor and Its Applications of Problem-Solving in School AdministrationNai-Ying Whang
九０年代主要企業組織理論與學校行政革新張明輝
Major Enterprise Organizational Theory and the Innovation of School AdministrationMing-Huei Chang
課程管理的分析架構高新建
A Framework for the Analysis of the Governance of CurriculmShin-Jiann Gau
大陸義務教育教材思想內涵之研究--以小學語文教科書為例楊慧文
A Critical study of Chinese Textbooks in Mainland China Compulsory EducationYang Hui-Wen
科學-技術-社會(STS)的「道德與公民」課程吳璧純
Moral and Citizenship Education : The STS ApproachPi-chun Wu
從歷史學科課程評析英國國定課程改革之理論與實際蔡清田
Curriculum Reform of the National Curriculum in England : The Subject of HistoryTsai, Ching-Tien
日據時代鹿港地區的教育活動單文經
The History of Education in Lukang Township,1895-1945Wen-Jing Peter Shan
教育理論本土化的省思林秀珍
Some Thoughts Concerning the Individuation of Educational TheoriesShow-Jane Lin
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- 英文摘要
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隨著時代巨輪的轉動，道德與公民教育的課程，也須要變革。傳統注重傳輸重要德目以及公民基本社會科學知識的課程與教學取向，已經不再適用於當今多元價值以及人本潮流當道的社會。本文從科學教育所提倡的「科學-技術-社會」（STS）教學取向，進一步探討STS的教育理念以及STS科學教學可能達成的具體效果。本文以為，STS的科學教育在實施上不易達成其原本所預期的教育目標。目標中有關倫理價值內涵、做決筞的能力以及參與社區活動能力的培養等項目，適合透過STS的道德與公民課程來達成。至於，其他各學科的教學則應該在維持學科知識邏輯系統的架構下採取STS的教學策略，一方面讓學生能對每一科的知識進行真正的理解與學習，另一方面則培養學生具備這些學科知識，以利於STS道德與公民教育問題解決活動的進行。
The purpose of this article is to propose an alternative approach toward moral and citizenship education. The approach is named “STS” moral and citizenship education， which is derived from science education. STS (Science/Technology/Society) in science education provides broader and deeper educational aims of the science education than those of the traditional one. STS also provides several teaching and learning strategies， which make science education progressive. However， owing to the “science-centered” STS education， the aims in STS science education regarding ethical issues， decision-making， and social action are not easy to achieve. Therefore， after exploring what STS is， and discussing what should moral and citizenship education be， STS' moral and citizenship education is proposed.
