2020-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/681737108新課綱強調「透過探究與實作達到課程統整的目的」。配合新課綱，師資生須具備「協同發展跨領域課程、教學、評量」及「探究與實作設計與實施」的專業素養。然師資培育機構長久以來分科培育師資，且未要求師資生從事專題探究，恐難達成新課綱的要求。近年芬蘭推動的「現象本位學習」，研究者據以開發一門現象本位學習的「教育實踐課程」。師資生在大學端親身經以現象為本的歷探究過程，並以其探究的議題，延伸設計一門現象本位學習的微課程後，到高中端教學實踐五或七週。本文旨在探討現象本位學習的教育實踐課程之成效，包括（一）對師資生的探究能力及課程教學與評量的專業素養有何影響？（二）對中學生的學習興趣及探究能力有何影響？本研究收集量化及質性資料發現：（一）師資生從現象中找出有興趣的問題，親身經歷探究過程，有助提升其探究能力，且從現象切入設計微課程時，已跳脫學科界線，提升其發展跨學科課程、教學、評量的能力；（二）中學生從現象切入，較能找到有興趣的問題，且在探究能力的提問及修正問題與假設上，明顯進步。根據研究結果，本研究提出相關建議，以期教育實踐課程達到「總結性統整課程」的目標，培養師資生具備新課綱所需的專業素養。 The 108 curriculum guidelines aim to promote curriculum integration through inquiry and practice, expecting teacher education programs to equip student teachers with inquiry skills and competence in integrating curriculum, instruction, and assessment. Phenomenon-based learning has been advocated in Finland, that coincides with the abovementioned curriculum objectives. This study designed and implemented a phenomenon-based teaching practice program that provided student teachers with first-hand inquiry experience to inform their design of an inquiry-based micro-course prior to their five-week teaching practicum in high schools. The study examined the effectiveness of phenomenon-based learning in pre-service teacher professional development and in enhancing interest and inquiry skills of high school students. Findings emerging from quantitative and qualitative data show that authentic inquiry experience enhanced student teachers’ inquiry skills through identifying and exploring questions of interest; their ability to integrate curriculum, instruction, assessment across disciplines also improved. High school students showed noticeable improvement in identifying questions of interest, asking questions, and revising research questions and hypotheses. Practical implications and recommendations for teaching practicum courses are discussed.