主題式教學對低學業成就學生學習態度之影響

Abstract

「主題式教學」是以STS為教育理念，「主題」為學生切身關切的問題，教學活動是以學生為主體來設計。本研究主要在把主題式教學融入國中的教學環境中，希望藉由主題式教學的特質與功能，使低學業成就學生的學習態度能夠有所改善；透過行動研究的過程，幫助教師藉由反省式的探究去釐清實際教學的需要，進而改善教學品質並增進學生之學習態度。研究的目的有 1. 探討主題式教學對低學業成就學生學習態度之影響。 2. 了解低學業成就學生對主題式教學的接受度。本研究以國中三年級學業成就較差的一個班級學生為研究對象，將學習態度界定為「對學習內容的態度」、「對教師的態度」、「對同儕的態度」、「對學校的態度」、「對自我的態度」 五方面，研究歷經一年完成；利用教學中的觀察、教師反省日誌、學生學習資料、學習感受問卷和訪談得知，運用主題式教學法可改善低學業成就學生的學習態度，且低學業成就學生對主題式教學活動的接受度也相當高。由此可知，主題式教學是個值得推薦的教學方式。

“Thematic Teaching” was the educational idea of STS. “Theme” is the issue that students concern personally, and the teaching activities are designed as the principle of students. The substance of this research was to melt thematic teaching into the teaching environment of junior high school, and to improve the learning attitude of low study achievements students by the characteristic and the function of thematic teaching. The process of the action research help the teacher to understand the need in practice, and then improved teacher’s teaching quality and students’ learning attitude. The purposes of this research were: 1. To probe into the influence of the thematic teaching on the learning attitude of low study achievements students. 2. To understand the degree of acceptancy of low study achievements students. The objectives of this research were students on third grade in junior high school whose study achievements were low. This research defined learning attitude as: “the attitude of learning contents”, “the attitude toward the teacher”, “the attitude toward school”, “the attitude toward selfhood”. The research last one year by observing in teaching, using teacher’s self-examination, students’ learning papers, learning feeling questionary, and interview. The result were that thematic teaching improved the learning attitude of low study achievements students, and the degree of acceptancy of those students was high. Thus it can be seen, thematic teaching is a recommended teaching mode.