Fwu, Bih-JenBih-JenFwu符碧真2024-10-012024-10-012022https://scholars.lib.ntu.edu.tw/handle/123456789/721647This current project was built upon a previous study in 2020 that adopted phenomenon-based approach to cross-disciplinary curriculum design and practice in inquiry-based learning in teaching practicum. The 2020 study revealed four major obstacles to the effectiveness of inquiry, including (1) secondary students having problems in getting the gist of long articles; (2) pre-service teachers lacking reading and writing skills to guide their students; (3) pre-service teachers lacking inquiry experience to support their students; and (4) a lack of preparation for phenomenon-based curriculum design decreasing pre-service teachers’ confidence in teaching. Given the four obstacles identified, the current study integrates reading comprehension strategies into phenomenon-based inquiry and curriculum design in a teacher education course. The study aims to examine the effects of this integrative approach on enhancing pre-service teachers’ (1) reading and writing skills, (2) inquiry ability, and (3) ability to apply the integrative approach to phenomenon-based curriculum design. Findings of the study have shown improvement in the three aforementioned areas as expected. Firstly, the pre-service teachers developed reading and writing skills in terms of commenting on good academic articles and revising poor ones. Secondly, significant improvement was observed in the quality of the preservice teachers’ final inquiry projects, compared with their first drafts. Besides, they all agreed that it is necessary for pre-service teachers to experience inquiry-based learning so that they would sympathize with secondary students especially when encountering difficulties in inquiry and would understand better their students’ feelings and learning needs. Thirdly, the pre-service teachers had greater confidence in integrating reading comprehension strategies into curriculum design and in teaching inquiry in practice based on the structure of curriculum design they had learned in class. The study concludes with Moilanen (2015) that for pre-service teachers “the way the learn is the way they will teach."109年「現象本位超學科統整的課程設計與實踐」計畫，以真實生活的現象帶領中學生探究，然執行後，發現（1）中學生閱讀長文抓不住重點，影響探究成效；（2）師資生自身讀寫能力不足，難指導學生；（3）師資生探究經驗不足，難帶領學生探究；（4）現象本位學習的課程設計準備不足，感到心虛。 鑒於此，110年「閱讀融入現象本位師資培育的課程設計」計畫，在「閱讀理解策略教學」課程強調：親身經歷探究過程、學習讀寫策略、將讀寫融入現象本位學習專題探究的課程設計，可否提升師資生的讀寫能力、探究能力、將閱讀策略融入現象本位學習的課程設計？ 研究結果發現（1）讀寫能力：不論是好文評析或是劣文改寫，都逐漸進步，且師資生指出，閱讀與寫作密切相關，撰寫探究作業有助撰寫本學系的學術報告。（2）探究能力：修改後的期末探究報告比期初進步頗多，且咸認每位師資生都要經歷探究過程，才能同理中學生探究時遇到的問題、心情感受及需要的協助。（3）閱讀融入現象本位課程設計：師資生指出，本課程提供清楚的課程設計架構，對於未來到教學現場如何將閱讀融入課程設計、如何教好探究，頗具信心。一言以蔽之，「師資生在師資培育機構怎麼學的，未來到中學就怎麼教」(Moilanen ，2015)。report