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Title: 運用多元智慧理論發展高中家政教學策略之研究
Teaching Home Economics with Multiple Intelligence Theory Strategies in Senior High School
Authors: 周麗端
Keywords: 家政
Home Economics
Multiple Intelligence Theory
Issue Date: 2007
Abstract: 摘要 本研究旨在探究運用多元智慧理論發展高中家政教學策略,並探討實施教學後對學生自我概念及家政學習成效之影響。實驗教學採加強多元智慧教學策略,以合作學習模式為主軸,配合批判思考教學法、角色扮演教學法、討論教學法及概念構圖教學法等四類型教學法,共八週總計16節課之教學活動。 研究採準實驗研究法,以宜蘭縣某綜合高中一年級兩個班級學生(共78人)為對象,其中實驗組一班(共39人)採行「家政課加強多元智慧教學策略」,對照組一班(共39人)則採行一般家政教學策略,未特別加強多元智慧教學策略。研究以「青少年自我概念量表」及自編之「家政學習成效量表」,於教學前、後一週進行前測及後測,以瞭解高一學生自我概念之目前水準及家政課教學成效。所得資料以平均數、標準差、百分比、t-考驗及共變數分析處理。主要結果如下: 壹、發展加強多元智慧的家政教學策略 包括甜蜜家庭青春版、細看兩人世界、愛情調色盤、精采衣計畫、佈置美麗的家及專題研究報告等,六項家政教學主題的教學方案。 貳、實驗組與對照組學生的比較 一、家政課實施加強多元智慧教學策略可提升學生之自我概念 (一)家政課實施加強多元智慧教學策略可促進學生之家庭我 (二)家政課實施加強多元智慧教學策略可促進學生之學校我 二、家政課實施加強多元智慧教學策略可提升學生之家政學習成效 參、實驗組學生實驗教學前、後的比較 一、家政課實施加強多元智慧教學策略,對實驗組男女學生而言皆提升了自我概念 二、家政課實施加強多元智慧教學策略,顯著提升實驗組女生的家政學習成效 肆、互動機會多讓學生喜歡加強多元智慧教學策略 一、學生喜歡多元智慧教學策略,理由是有趣及互動機會多 二、學生最喜歡的教學活動是角色扮演 三、加強多元智慧教學策略的教學活動,滿足學生的學習需求又習得豐富實用的生活知識
Abstract The purposes of this study are to develop teaching strategies for home economics education in senior high school with the Multiple Intelligence Theory, and to evaluate effectiveness in students’ self-concept and learning efficiency after 8-week course with these strategies. The experimental teaching strategies are developed with the emphasis on the Multiple Intelligence Theory, and on the basis of cooperative learning model. These strategies utilize four kinds of teaching methods including critical thinking, role playing, discussion and concept mapping. The experimental teaching activities are composed of 8-week courses in which include 16 classes are involved. The study is a quasi-experimental study, with 78 freshmen as study samples. With the quasi-experimental sampling method, two classes in a comprehensive high school in I-Lan County were chose as the experimental group and the control group. The experimental group received the teaching strategies emphasizing the Multiple Intelligence Theory and the control group received usual teaching strategies. The students’ self-concept and learning performance are evaluated by “adolescents’ self-concept scale” and the learning performance scale of home economics education” developed by researcher. For evaluating the intervention effect, questionnaires were filled out by 78 freshmen one week before and one week after the intervention as pre-test and post-test. The data were analyzed by SPSS with average, standard deviation, percentage, t-test, and covariance analysis. When comparing experimental with control groups, the results showed that the teaching strategies emphasizing the Multiple Intelligence Theory enhanced more of students’ self-concept, family-self, school-self and teaching efficiency. Students in the experimental group preferred new teaching strategies because they were more interesting and created more interactions. They rated the role playing teaching method as their favorite teaching method. The other results also showed that the teaching strategies integrated with the Multiple Intelligence Theory not only satisfied students’ learning demands but also gave them practical knowledge which can be used in daily life.
Other Identifiers: GN0592061001
Appears in Collections:學位論文

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