Please use this identifier to cite or link to this item:
abilities for solving problems
viewpoints of solving problems
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.
|Appears in Collections:||學位論文|
Files in This Item:
|102101.pdf||33.59 kB||Adobe PDF||View/Open|
|102102.pdf||260.76 kB||Adobe PDF||View/Open|
|102103.pdf||47.18 kB||Adobe PDF||View/Open|
|102104.pdf||124.24 kB||Adobe PDF||View/Open|
|102105.pdf||31.26 kB||Adobe PDF||View/Open|
|102106.pdf||427.53 kB||Adobe PDF||View/Open|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.