練習科學教學英語

YouTube 搜尋 "...... for Kid"，像是"How to Make a Wooden Toy for Kid"

參考影片當中教學英語是如何能夠以生活化或者去情境化方式表達。

打開影片之後，儲存右邊三點， 「開啟字幕記錄」
可以看著字幕及影片進行影片「課堂配音」練習口說。

依據史嘉琳老師「回音法」來練習上課講英語的方法，可以先多看幾次影片，接著在 YouTube
影片播放過程中，關掉影片聲音，老師練習依循字幕幫忙配音，因為教學情境接近，語境接
近，同時練習用日常生活中較為平易的用字和片語，可以幫助學生較容易理解教師的表達。
1. [Lakeshore Learning] STEM Challenge: Toy Car Jump
https://www.youtube.com/watch?v=KICUa0vE5yk

2. [STEM Inventions] Young Engineers: Mechanical Hand - Engineering Activity for Kids and
Middle School
https://www.youtube.com/watch?v=kASfmJ8TfQ8
3. [Science Buddies] 無旁白，字幕顯示問題及執行步驟即可帶領學生進行學習
 https://www.youtube.com/channel/UCPrbh_9pghzmzkI1wJJRv7Q

4. [DaveHax] 有趣日常生活實作英國腔解說
https://www.youtube.com/channel/UC0rDDvHM7u_7aWgAojSXl1Q

5. [Technology For Fun] 女性想練習英國腔適用

https://www.youtube.com/channel/UCkyc3S8AOk6D0yV1i9wsx0g/videos

6. [YMCA of Greater Brandywine-STEM] 女性教師實作過程動作指導語

https://www.youtube.com/c/YmcagbwOrg/search?query=stem

7. [Super Simple Machines!] 女性教師向小孩解說科技與科學

https://www.youtube.com/playlist?list=PLw2cuKNQvZ2d0uOg1KdvYS9VrSJaYICcW
整個流程大致上是依循以下步驟

1. [陳述]與[問題]交代目前需要解決的問題背景
2. [問題]與[指令]引導學進行探究與實作
3. [問題]與[指令]引導學生觀察並聚焦探究與實作結果
4. [問題]與[指令]引導學生進行設計並觀察測試
5. [問題]與[指令]引導學生延伸思考設計

任何課程執行必須了解學生的學習成效如何，同時做為課程調整的依據。由「陳述」、「問
題」、「指令」為主體形成的探究與實作課程架構，比起教師單純運用直接教學法，多出許多
可以自然順利地進行形成性評量的時機。為了獲得學生成效的證據，課程當中進行過程性技能
等學習表現的評量，是學生在探究與實作過程，對於研究問題的思考判斷、研究實作設計方法
及針對實作結果的邏輯推理與表達。由於課程設計是由「陳述」、「問題」、「指令」三者組
織形成整體架構，在教師陳述的段落要進行形成性評量需另外設計問題與評量規準來確認學生
學習狀況。然而，「問題」與「指令」型態的課程段落，在教師向學生傳達「指令」與「問
題」的同時就可以很自然地進行成效評估。教師給出動作「指令」之後，就需要巡視全班理解
學生理解與實作完成狀況，才能夠進行下一個課程步驟，所以只要針對動作「指令」設計評量
規準，就能夠隨時記錄學生的學習歷程與成效，例如實作「指令」，Test sections of your
machine，教師可以在實作「指令」傳達給學生之後，運用評量規準來記錄學生針對教師的訊
息傳達進行評估。如此的課程設計策略，對於實作與探究型態的課程能夠較清楚掌握學生學
習，對於時時刻刻更需要確認學生是否聽懂並跟上教師步驟的雙語課程進行，更形重要。否則
英語造成訊息接收落差，若無法及時運用策略了解學生狀態，容易造成學生更加嚴重的學習差
異化。由於上課期間教師須顧及全班學生的學習表現與實作狀況，且時間進度掌控是教師必須
負擔的專業，所以評量規準的尺規量化級數不需要太多，以下方表格為例，學生的學習表現指
分了三個級距，分別是 0 到 2，規準設定時緊抓兩個重要的核心具體表現，兩個都達成就記錄
2 分，只達成一個得 1 分，兩者都未達成則記錄 0。規準描述可以盡量正面陳述表列。

實作 Test sections of your machine

指令

量化 學生表現
成果

0 學生思考如何測試的程度少，也沒有試圖動手調整某些零件來幫助思考

1 學生嘗試動手調整某些零件來幫助思考如何測試，測試方式未臻成熟

2 學生積極嘗試動手調整某些零件來幫助思考測試方法，測試策略成熟順利
「問題」，What do you notice ?，因為課程原先設計就是拋出問題給學生，讓學生進行團隊聚
焦或團隊共創，所以學生的聚焦內容或共創成果就是幫助教師確認學生學習狀況最具體的證
據，同時可以具體記下學生的成果歷程，呈現直接證據了解學生學習與教師教學過程，確認學
生在雙語課堂當中是否跟上進度或跟上進度的程度如何。

思考 What do you notice?

問題

量化 學生表現
成果

0 學生思考的點少，且與前述實作結果關聯性低

1 學生思考注意到的點超過 3 個，與前述實作結果關聯性低

2 學生思考注意到的點超過 3 個，與前述實作結果關聯性高

將該段落預計進行的教學設計對應的英語能力，填入表格當中，教學設計包含[陳述]、[問
題]、[指令]

教學的歷程(左至右)

預計培 引導動機與背景知 學習鷹架鋪陳導入 透過探究與實作獲 評量展示習得的素

養學生 識 新知識 得新知識 養與應用
的雙語
能力

寫
將該段落預計進行的教學設計對應的英語能力，填入表格當中，教學設計包含[陳述]、[問
題]、[指令]，以下是空白表格

教學的歷程(左至右)

學習表 引導動機與背景知 學習鷹架鋪陳導入 透過探究與實作獲 評量展示習得的素

現 識 新知識 得新知識 養與應用

探究能
力

科學態
度與本
質

科學認
知

將該段落預計進行的教學設計對應的認知學術語言(英語) [Cummins 1979]，依循布魯姆的認知

層次(Bloom’s Taxonomy Action Verbs) [Gogus 2012, Bloom et al. 1956]，填入表格當中，教學設
計包含[陳述]、[問題]、[指令]，三種教師的具體表達方式。
布魯姆(Bloom)等人在 1956 年提出認知領域(Cognitive Domain)的教育目標分類層次，將認知領
域的教學目標的類別，由最簡單到最複雜，由具體到抽象，排成六個層次，依序為知識
(Knowledge)、理解(Comprehension)、應用(Application)、分析(Analysis)、綜合(Synthesis)與評
鑑(Evaluation)，每一個較簡單的類別都是想掌握下一個較複雜的類別的先決條件。

教學的歷程(左至右)

認知學術語言能 引導動機與背景 學習鷹架鋪陳導 透過探究與實作 評量展示習得的

力 知識 入新知識 獲得新知識 素養與應用

知識
Knowledge

理解
Comprehension

應用
Application

分析
Analysis

綜合
Synthesis

評鑑
Evaluation
用於評估學習成果的可衡量動詞列表(Measurable Verbs Used to Assess Learning Outcomes)及其
所對應的問句，引用 Dalton and Smith 依據 Bloom 的層次提供的例子[Dalton & Smith 1986]，整
理認知層次當中可使用的動詞詞彙、相對應的提問及所對應的可行活動，如下表。
教師可以依循課程當中學生的認知層次，以較情境化包裝方式設計問題型態或者活動指令來設
計課堂指導語[指令]以及[問題]。

進行課程設計的時候，先思考課程段落學生學習的認知層次，找到可能對應可用的動詞，參酌
以下的句型，套入需要的問題例句及可行的活動指令。

知識 Knowledge

可用的動詞 問題例句 可行的活動指令

tell What happened after…? Make a list of the main events..

list How many…? Make a timeline of events.
describe Who was it that…? Make a facts chart.
relate Can you name the…? Write a list of any pieces of
locate Describe what happened at…? information you can remember.
write Who spoke to…? List all the …. in the story.
find Can you tell why…? Make a chart showing…
state Find the meaning of…? Make an acrostic.
name What is…? Recite a poem.
Which is true or false…?

理解 Comprehension

可用的動詞 問題例句 可行的活動指令

explain Can you write in your own words…? Cut out or draw pictures to show a
interpret Can you write a brief outline…? particular event.
outline What do you think could of happened Illustrate what you think the main idea
discuss next…? was.
distinguish Who do you think…? Make a cartoon strip showing the
predict What was the main idea…? sequence of events.
restate Who was the key character…? Write and perform a play based on the
translate Can you distinguish between…? story.
compare What differences exist between…? Retell the story in your words.
describe Can you provide an example of what Paint a picture of some aspect you
you mean…? like.
Can you provide a definition for…? Write a summary report of an event.
Prepare a flow chart to illustrate the
sequence of events.
Make a colouring book.

應用 Application

可用的動詞 問題例句 可行的活動指令

solve Do you know another instance Construct a model to demonstrate

show where…? how it will work.
use Could this have happened in…?
illustrate Can you group by characteristics such
construct as…?
complete What factors would you change if…?
examine Can you apply the method used to
classify some experience of your own…?
What questions would you ask of…?
From the information given, can you
develop a set of instructions about…?
Would this information be useful if
you had a …?
Make a diorama to illustrate an
important event.
Make a scrapbook about the areas of
study.
Make a paper-mache map to include
relevant information about an event.
Take a collection of photographs to
demonstrate a particular point.
Make up a puzzle game suing the
ideas from the study area.
Make a clay model of an item in the
material.
Design a market strategy for your
product using a known strategy as a
model.
Dress a doll in national costume.
Paint a mural using the same
materials.
Write a textbook about… for others.

分析 Analysis

可用的動詞 問題例句 可行的活動指令

analyse Which events could have Design a questionnaire to gather

distinguish happened…? information.
examine I … happened, what might the ending Write a commercial to sell a new
compare have been? product.
contrast How was this similar to…? Conduct an investigation to produce
investigate What was the underlying theme of…? information to support a view.
categorise What do you see as other possible Make a flow chart to show the critical
identify outcomes? stages.
explain Why did … changes occur? Construct a graph to illustrate selected
separate Can you compare your … with that information.
advertise presented in…? Make a jigsaw puzzle.
Can you explain what must have Make a family tree showing
happened when…? relationships.
How is … similar to …? Put on a play about the study area.
What are some of the problems of…? Write a biography of the study person.
Can you distinguish between…? Prepare a report about the area of
What were some of the motives study.
behind…? Arrange a party. Make all the
What was the turning point in the arrangements and record the steps
game? needed.
What was the problem with…? Review a work of art in terms of
form, colour and texture.

綜合 Synthesis

可用的動詞 問題例句 可行的活動指令

create Can you design a … to …? Invent a machine to do a specific task.

invent Why not compose a song about…? Design a building to house your
 compose Can you see a possible solution to…? study.
predict If you had access to all resources how Create a new product. Give it a name
plan would you deal with…? and plan a marketing campaign.
construct Why don't you devise your own way Write about your feelings in relation
design to deal with…? to…
imagine What would happen if…? Write a TV show, play, puppet show,
propose How many ways can you…? role play, song or pantomime
devise Can you create new and unusual uses about…?
formulate for…? Design a record, book, or magazine
Can you write a new recipe for a tasty cover for…?
dish? Make up a new language code and
can you develop a proposal which write material suing it.
would… Sell an idea.
Devise a way to…
Compose a rhythm or put new words
to a known melody.

評鑑 Evaluation

可用的動詞 問題例句 可行的活動指令

judge Is there a better solution to… Prepare a list of criteria to judge a …

select Judge the value of… show. Indicate priority and ratings.
choose Can you defend your position Conduct a debate about an issue of
decide about…? special interest.
justify Do you think … is a good or a bad Make a booklet about 5 rules you see
debate thing? as important. Convince others.
verify How would you have handled…? Form a panel to discuss views, eg
argue What changes to … would you “Learning at School.”
recommend recommend? Write a letter to … advising on
assess Do you believe? changes needed at…
discuss Are you a … person? Write a half yearly report.
rate How would you feel if…? Prepare a case to present your view
prioritise How effective are…? about…
determine What do you think about…?
舉一個實際的例子，讓我們看一個分層步驟提問活動 [Fastiggi 2019]，其中提出一系列問題
（寫下來或口頭提問），這些問題對應布魯姆認知層次。這樣的活動安排可以在一節課中進
行：
1. What can you remember about the story? (知識)
2. Summarise the story in your own words. (理解)
3. Suggest how the main lessons in this story could help other young people. (應用)
4. Why did the different characters in the story behave the way that they did? (分析)
5. Rewrite the ending of this story, to show a different outcome. (綜合)
6. Evaluate the strength of the main character’s decision to leave. (評鑑)

布魯姆的認知動詞與相對應的評量型態 (Bloom’s Verbs and Matching Assessment Types) [The

Tenth Annual Curriculum Mapping Institute: Snowbird Utah, July15-18, 2004 Adapted from
Benjamin Bloom]，
認知層次 動詞 評量型態

Knowledge Describe Events

Memorize People
Recognize Recordings
Identify Newspapers
Locate Magazine articles
Recite Television shows
State Radio
Select Label Text readings
List Films/video
Name Plays
Define Filmstrips

Comprehension Match Tape recording

Restate Drama
Paraphrase Skit
Rewrite Cartoon
Give example Story
Example Speech
Illustrate Photography
Explain Diagram
Defend Graph
Distinguish Own statement
Summarize Model
Interrelate Conclusion
Interpret Implication based on idea
Extend Causal relationships
Summary
Analog
Outline
Compare

Application Organize Map

Generalize Project
Dramatize Forecast
Prepare Diagram
Produce Illustration
Choose Paper that follows an outline
Sketch Solution
Apply Question
Solve List
Show Project
Paint Drama
Painting
Sculpture

Analysis Compare Questionnaire

Analyze Argument
Classify Parts of propaganda
Point out Word defined
Distinguish Statement identified
Categorize Conclusion checked
Differentiate Syllogism broken down
 Subdivide Report
Infer Survey
Survey Graph
Select

Synthesis Compose Article

Originate Invention
Hypothesize Report
Develop Set of rules
Design Set of standards
Combine Game
Role-play Song
Construct Machine
Produce Alternative course of action
Plan Experiment
Create Play
Invent Book
Organize Formulation of hypothesis
Question

Evaluation Judge Conclusion

Relate Self-evaluation
Weigh Criticize Recommendation
Support Valuing
Evaluate Court trial
Consider Survey
Critique Evaluation
Recommend Standard
Summarize Compared
Appraise Standard
Compare Established
Group discussion