生產導向專題式學習:電腦教師支援協同教學方法之研究

Abstract

在升學主義導向的高中實施學科專題式學習主要受到授課時數及學科教師教學準備工作繁重的限制，因此往往無法實施或普及。本研究採準實驗法，藉由實際在國內高中電腦課程及其他學科(以地理、英文科為例)實施協同式專題學習，評估在升學主義導向的高中實施專題學習之可行性，透過一年級電腦課程的適當的專題活動設計與學習引導，使學生兼顧學科知識與操作技能的學習，並具備專題式學習能力，並於二年級和三年級的英文科及地理科進行專題式學習。從中了解教師之課前準備、教室管理、成績評量與知能成長情形，以及學生能否同時兼顧學科知識與21世紀技能的學習。本研究以文獻探討、師生訪談紀錄、問卷調查、教學實驗、課堂觀察及後測等方式蒐集所需資料，評估學生學習成效。經過三年的實驗研究，整理出可供國內電腦科教師及其他學科教師參考之建議實施方案。研究結果發現，將專題導向學習應用在高中課程後，學生對於這種教學方式的學習滿意度呈正向反應；而學習成效方面，學生經過專題導向學習之後在學習成效的表現有顯著進步；在實作方面，透過三位教師評分以及學生學習心得、訪談內容三方面綜合分析，大部分學生的作品有深度，而且能夠發揮團隊合作精神以及相關21世紀技能！

Project-based learning (PBL) is a highly effective teaching method that is dedicated to motivating students to learn independently. Project-based curriculum is student centered; PBL identify students’ knowledge deficits, generate appropriate learning issues, independently search for learning issues, critique the resources used for research, and apply the new knowledge to the project. PBL helps students in small groups engage in collaborative reflection on self-directed behaviors, thus improving such behaviors. However, training or encouraging teachers to practice PBL in their classrooms is challenging, especially when the educational system does not accommodate creative teaching practices. In particular, in a test-driven educational system, teachers’ limited teaching hours resulting from the overload of teaching materials makes it difficult for them to practice PBL at high school level. In light of this constraint, the present work presents a novel team-teaching model that is based on the collaboration between subject teachers and computer teacher to facilitate PBL in class. A three-year experiment was conducted to test the feasibility of the proposed model. In the experiment, the school computer teacher trains and conducts PBL with the 10th grade students in the first year, and subject teachers then follow up the practice of PBL in the second and the third year. The experimental results show that the proposed model is highly feasible. That is, while the subject teachers successfully carry out PBL activities, no instruction time was sacrificed. In addition, a follow-up survey indicates that the participants enjoyed PBL activities in both computer and subject classes.