問題導引式教學

Abstract

本研究主要目的是探討「問題導引式教學」對於學生的理化學習成效的影響。本試驗教學主要特色是將學習的主題透過解析後，形成許多小問題，讓學生透過這些問題與同學相互討論，經由解決這些小問題來習得概念。研究樣本採用桃園縣的某所國中，隨機抽取三個班為實驗組，兩個班為對照組。研究的資料來源，是對學生施以前測、概念認知測驗。並取前測成績當共變項，進行共變異數分析，考驗學生的學習成效。經過研究分析後，我們獲得以下幾點結論：運用導引式教學，可以使學習者注意力集中，知道正待處理的問題是什麼，思考方向明確，有利於學習動機的引發。且利用導引式教學可以具體呈現解決問題的思維歷程，對於學生解決問題時如何思考很有幫助。導引式教學因為是把整體問題作解析成小問題可以降低難度，及凸顯關鍵點，方便各種程度學生學習。

The purpose of this research is to discuss how “The Question Guiding Teaching Method” effects on students’ learning.The characteristic of the teaching method is to lead out questions of this learning topic. Then, students shall find out the concept through discussing these questions with fellows. The samples were from four classes of two junior high schools in the Taoyuan City. Five classes were selected from the school by random. The three class was assigned to experimental group and the anothers was being control group. The data was collected from the students’ pre-test and post-test. The experiment aimed at analysis the effects of The Question Guiding Teaching Method. After analyzing this research, we come to some conclusions : Using Guiding Teaching Method can make the learner concentrate on the the questions that he is dealing with. It will also be helpful to cause motivation if the learner deliberate on the correct direction. Additionally, to use ‘Guiding Teaching Method’ can express the learner’s thinking process which is a great help to students. Thus, we can say that ‘Guiding Teaching Method’ transforms the main point into easy and simple questions. Consequently, it will be much easier to learn for students at any level and proclaim the mainpoint as well.