本研究旨在結合大學研發之創新科技，融入高職課程中，一方面培養學生新興科技知識與科學探究能力，另一方面促進高職教師科學探究之專業發展。研究設計採質性與量化並重之取向，以三年為期，首先在花蓮高農組成教師專業學習社群（Professional Learning Communities, PLCs），共同發展探究導向（inquiry-based）的有機質肥相關課程，以促進教師專業成長；其次，以東華大學開發之創新科技成果，融入高職端的相關課程，結合以社群方式參與之學生在此環境中學習成長，再以量化工具評估教師及學生的發展狀況。有關教師專業學習社群之活動、課程發展、課程實施、學生學習狀況等面向以質性方法為主，進行田野調查、訪談相關人員、收集文件資料以建構結論；另一方面，在教師專業發展與學生學習之成效與態度變化等，皆採靜態組前後測（static-group pretest-posttest design）之準實驗研究設計，探討課程對教師及學生之影響。預計計畫完成可有效提昇九位高職教師科學探究教學的專業成長，和學生科學探究能力。所發展之教材不僅可供學校未來課程使用，尚可推廣至其他高農。對於以有機農業為特色的花東地區有機農業發展有深植的作用，並提供人力與技術上實質的效益。
This research aims to combine the innovating technology developed by university to blend into the courses in vocational high school. On the one hand, it cultivates the students’ knowledge of burgeoning technology and the ability to make scientific inquiry; on the other hand, it promotes the professional development of scientific inquiry of vocational high school teachers. The research design equally emphasizes the qualitative and quantitative orientations. During the scheduled three years, firstly it organizes the Professional Learning Communities (PLCs) in National Hualien Vocational High School of Agriculture, to develop the inquiry-based Organic Fertilizers courses jointly. Secondly, it blends the innovating technology achievement developed by National Dong Hwa University (NDHU) into the interrelated courses of vocational high school, and using quantitative instrument to evaluate the development of teachers and students. Regarding the activities of PLCs, the development and implementation of courses, and the studying of students, it mainly adopts the qualitative methods, to make conclusion by field study, interview survey, and documentary analysis. On the other hand, regarding the professional development of teachers, and the studying effect as well as attitude change of students, it takes the quasi-experimental research of static-group pretest-posttest design, to investigate the courses impact on teachers and students. This research expects to elevate the professional growth of the scientific inquiring teaching of nine vocational high school teachers effectively, and the students’ ability of scientific inquiry. The developed teaching materials can not only be used for the school courses in the future, but also popularize to other vocational high schools of agriculture. Such an achievement implants the organic agriculture development in Hualien and Taitung, and provides the substantial benefit of manpower and technique.
Key Words: inquiry-based learning, Organic Fertilizers.