本研究以青青國小六年級「魚菜共生」專題式課程進行行動研究，採用素 養導向式的課程設計並透過翻轉的模式來進行教學，引導學生在「生活情境中 的問題」、「自主建構知識概念」、「活用知識概念」、「探究問題原因」、 「提出解決策略與執行」、「解決問題」六個步驟的循環實施中，進行專題導 向的學習。研究資料採質性與量化同步蒐集，透過相依樣本t 考驗檢視魚菜共 生認知概念的學習成效，另透過學生的小組工作日誌及教師觀察紀錄暨省思表 等質性資料檢視學生學習歷程與課程的實施成效。研究結果發現翻轉式的素養 導向教學可以培育學生自主建構知識的能力及解決問題的能力，能有效提升教 學成效；相較於傳統的講述式教學，魚菜共生跨域的STEM 課程更適合以翻轉 式素養導向專題探究式教學來進行，能達到更優質的教學成效。

This action research investigated the sixth-grade project-based curriculum on aquaponics at Qing-Qing Elementary School. The curriculum employs a literacy-oriented curriculum design and utilizes a flipped teaching approach to engage students in project-based learning through a six-step cycle: identifying a real-life problem, autonomously constructing knowledge and concepts, applying knowledge and concepts, investigating the cause of the problem, proposing and implementing solutions, and resolving the problem. Data were collected simultaneously through qualitative and quantitative methods. The study utilized dependent samples t-test to examine the learning effects of cognitive concepts. Additionally, qualitative data, including students' group work logs and teachers' observation records and reflection forms, were analyzed to assess students' learning process and the effectiveness of the curriculum. The research results revealed that flipped literacy-oriented teaching can cultivate students' ability to autonomously construct knowledge and solve problems, thereby effectively improving teaching effectiveness. Compared with conventional teaching that centers on lecturing, the cross-domain aquaponics STEM course is more suitable for project-based flipped literacy-oriented teaching.

素養導向式教學、魚菜共生、翻轉教育

literacy-oriented teaching, aquaponics, flipped education