Taiwan region nine-year curriculum of nature and life science and technology of the main points _ Taiwan information port

Taiwan region nine-year curriculum of nature and life science and technology basic conditions of Taiwan region nine-year curriculum of nature and life science and technology of segmentation capability index Taiwan region nine-year curriculum of nature and life science and technology capacity indicators of segmentation and the relationship between the ten basic capacity Taiwan region nine-year curriculum of nature and life science and technology of the main points Taiwan region nine-year curriculum of nature and life science and technology of Appendix a Taiwan region nine-year curriculum of nature and life science and technology of Appendix II (5) points 1. materils (1) selection of teaching materials should be in accordance with the national school for nine-year curriculum outline tips of course objectives, segmentation capability indicators to be taken into account. (2) the school syllabus in the follow, be independent of materils and teaching activity planning. Selected materials, should be in accordance with the needs of students in various regions and abilities, interests and experience, to make the appropriate adjustment for the adjustment of the regions, the particularities of each school, local educational materials can have differences, but the cultivation of basic skills, with the goal of the match. (3) of the selected material, you should master the integration of spirit and to nature and life science and technology as a learning area to plan. In the learning phase, it should be noted that the concept of a system, there are levels of vertical development, as well as the same issue may be represented by different disciplines, different perspectives to understand the landscape. (4) teaching materials for organizations to follow life and social concerns that, on the rustic theme to selected, depending on the subject concept extension approach to development, also available in several basic big concepts such as evolution, energy transforms, etc to integration, or to the characterization of natural phenomena such as spatial and temporal changes in classification, balanced drive, temperature and thermal breakdown to explore such. The organization may have diverse choice, but the principles editors shall, in the textbooks of the organizational structure of the rendering in the know. (5) of selected materials, should be sufficient to provide relevant data on the chart for reference. While these data if it is beyond the scope of course, you should not be included in the evaluation of learning, or when the evaluation of the data should be provided, so as not to increase the learning burden. (6) materils, can be integrated into the scientific discovery process of historical information, enabling students to rely on the scientific discovery process of understanding and experience of the nature of science and scientific inquiry approach and spirit. (7) the selection of materials, their weight to fit the size of the portions may be exploring in depth, the range of issues involved, learning activities, etc. (8) teaching materials should take account of the cognitive, skills, and emotional learning. 2. teaching (1) teachers should be on stage for the entire academic year, each unit's short-term or teaching activities develop teaching plans, so that the instruction to have goals planning, step-by-step. (2) teachers should design and operation of the learning environment in which students have time and space to engage in learning activities. For example, arrange a time for students to engage in the extensibility of inquiry. Encourages doing their research topic so that students receive intensive exploration of the science. The creation of scientific associations, seminars, scientific camps, to promote a culture of inquiry. (3) use of schools, community, or outside of the natural environment, providing students a variety of resources available for learning. With natural science learning needs to create teaching materials Park, the use of the community's environmental resources, visit the Museum, farms or for fieldwork, the use of libraries, education archive, as well as expert advice, to help students make efficient learning. (4) when you can use a variety of teaching teaching media and resources for teaching, in addition to the use of charts, posters, slides, PowerPoint, video, and other instructional media, computer and network use also helps students to collect relevant data. (5) schools should provide a safe working environment. Such as laboratories, life science classroom equipment for proper arrangements and emergency facilities, campus activities equipment protection, etc. Require the use of machines, tools and equipment, in particular to instruct students on the use of methods and devices for safe handling and proper management in order to maintain security. (6) widely used various teaching strategies and appropriate teaching methods, in order to enhance the students ' interest in this area. At the same time, teachers itself should be constantly demonstrate enthusiasm for learning, to stimulate students ' enthusiasm for learning. (7) teachers should reference the discretion of the student's learning ability to adapt their teaching. And taking into account the special needs of students and learning aptitudes and capacity of individual differences, to give appropriate guidance. 3. teaching method (1) teaching the student activities as the main body, guide the students to do scientific inquiry, and problem solving (problem-solving) design and production process. (2) teaching should be to provide an appropriate opportunity for students to explain their ideas, to understand the concept and the student's previous experience. Teachers can use to guide students to think, to lead the activities of the direction, creating a warm atmosphere for learning. Enable students to participate in discussions and express their views, to experiment, the results of its analysis, implementation, results show their work. After teaching should be assessed to see the progress of their learning. (3) teaching cultivation should be can't can ability, Division of scientific study, get smart, the acquisition of skills, to reach the targets. Therefore, teaching forms should not be a target, depending on the teaching and the actual circumstances, can take on style, or experimental implementation modalities, group or individual topic inquiry form, or outdoor visit, or to grow more and raise long-term experiment, but is not suitable for long-term fixed to a particular form. (4) teachers should reference the discretion of the student's learning ability, to adjust their learning content for student learning and to the specificity of the ability of individual differences, to give appropriate guidance. (5) the teacher may cause students to individuals or groups of learning, fosters student active learning, and be able to get through the cooperative learning skills. (6) teaching activities should be designed to address the issues of policy, and shall confirm the problem, collect information, develop solutions, selected and implemented solutions, and improvement of the programme evaluation and implementation of teaching such as program. (7) lead the students engaged in research activities, should pay attention to the training of scientific attitude, so that students can be found in the fun and get into the habit of seeking the truth. (8) in the teaching process, if you need to use the instruments and medicines, should the Special guidance on the use of equipment, medicines and safe operation and proper management in order to maintain security. 4. the evaluation of teaching (1) the main purpose of the evaluation is to identify the students live, toDone to improve teaching and learning. (2) evaluation should have raised students ' reflections on reflection. Introduction to cherish the growth of self-mind, balanced in the face of their own learning achievements, perceived strengths and weaknesses of their own learning style. Evaluation should have urged, encouraging, enabling students to believe their own efforts or more focused to achieve better learning outcomes. (3) teaching evaluation should be based on objective, examine whether the acquisition of students at various stages of basic skills and learning progress. Teaching evaluation should be accompanied by teaching activities. (4) teaching evaluation should not be limited to the same way, except by teacher assessment, have supported by student self-assessment and mutual evaluation. The type may be used such as observation, oral questions, test report, product display, project reports, pen and paper test, operation, design experiments and studying history archives, and other means, to be able to take this understanding students ' learning situation adjustment for the purposes of instruction. For example, if the teaching objectives to develop the students ' problem-solving ability, you may use the product demonstration or evaluation of the report of the work, rather than plain paper pen tests do evaluation of the way. (5) in a selection of teaching materials, often in order to foster the capacity for analysis, reasoning, provides relevant reference chart data, the chart data may not be in the scope of the syllabus. Evaluation will still be available for students, students should not be required. (6) teachers for their teaching as materils, teaching strategies, classroom management, etc., can always refer to the evaluation of results and do a self evaluation and adjustment. (7) evaluation of level should include cognitive, skills, and affection. (8) on the amount of time should take account of the formative evaluation and the summative evaluation. (9) evaluation of the results to help students understand their strengths and weaknesses of learning, in order to reach students self reflection and improvement of the learning results.wrongful death attorneys florida Help Desk Tracking Software application business card credit