Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98543
Title: 問題導向學習教學策略在國中生活科技課程實施成效之研究
Authors: 楊紹裘
姚乃慈
Keywords: 問題導向學習
問題解決能力
問題解決態度
學習成效
科技教育
problem-based learning
abilities for solving problems
viewpoints of solving problems
learning effect
technology education
Issue Date: 2004
Abstract: 摘 要 本研究以真實世界的問題作為學習核心,運用問題導向學習教學策略於國中生活科技課程教學中,使學生能夠主動學習,經由和同儕互動建構知識,提昇問題解決能力並學習與人和諧相處。 首先以文獻分析方式來探討問題導向學習內涵、科技教育內涵,以及問題導向教學模式,再應用此模式設計三種主題之問題導向學習教學活動,針對國中一年級學生進行實驗教學。本研究從教師的教學紀錄、學生的學習檔案、各量表之前後測分數等相關文件資料中,獲致一些有用數據,分別進行質性與量化資料統計分析。透過學習成效之分析,歸納出國中生活科技實施問題導向教學之優缺點,提供生活科技教師教學之參考。 研究獲得成果為:實施問題導向教學可以讓學生覺得學習更有趣,培養學生自我學習、蒐集資料的能力;並在分工合作中學習溝通表達的技能,以及尊重他人與負責的態度,了解團隊合作的重要。且透過資訊的分享使學生知識的學習更寬廣,同時也讓學生問題解決的態度越趨正向,提昇問題解決的能力。本研究也發現:教學過程需要有更多指導員參與,以協助學生討論內容更深入,控制討論秩序;對於參與程度極低的學生,容易形成更大的知識落差…等尚待改進之事項。最後,研究中提出實施問題導向學習教學與後續研究之建議,作為生活科技教師之參考。
Abstract This study uses real-world problems as the learning core and draws the teaching strategy that is problem-based learning (PBL) into Living Technology in junior high school. The PBL strategy may cultivate the students' active learning. Students can increase their abilities for solving problems by interacting with other peers to construct their knowledge, and learn how to get along with others. The first step in this study was to analyze the related literatures to explore the content of PBL, the content of technological education, and the PBL models. With adapting this PBL model, the researcher designed three issues for PBL activities and conducted teaching experiments on the seventh graders. Some effective data were obtained through the related documental materials, as the instructor’s teaching journals, the students’ learning portfolio and the assessing forms for the scores of pre-test and post-test ect. The second step was that the researcher analyzed these materials and summed up the advantages and the disadvantages of PBL, incorporated in Living Technology learning in junior high school, from the analysis. All these conclusions can offer some referential information for Living Technology teachers. The results of the study revealed that PBL had the students get more interesting in learning, and fostered the students’ capabilities of self-learning and collecting information. In cooperation with other students in the group, they learned about the skills of communication and expression, and the attitude of respecting other people and taking responsibilities. They also understood the importance of teamwork for learning, so they have gotten much wider knowledge and more positive viewpoints of solving problems by sharing information from one another. Therefore they promoted a lot of abilities for solving problems. Conversely, the study also showed that during the teaching process, PBL needs more tutors to help the students to discuss more deeply and keep order for discussion. In addition, some students who have weak inclination to participating in PBL activities may cause their falling head of knowledge. Finally, this study submits a couple of suggestions for the PBL practice and for the following-up research, that can be used as reference materials by Living Technology teachers.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G00T1701021%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98543
Other Identifiers: G00T1701021
Appears in Collections:學位論文

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