「以學生為主體」教學之行動研究

Abstract

本研究是利用行動研究的方式探討「以學生為主體」來從事教學及評量，教師應如何改進自己的教學技巧及技術。「以學生為主體」的教學具有某些特質，施行這些特質並將其紀錄在教學日誌中，再藉由研究工具分析來獲取研究者改進教學技術及調整自己心態的心路歷程。由研究結果可以明白的告訴我們，如果我們希望學生能更有學習動機，那麼就要讓學生承接學習問題，利於學生主動學習之合作學習及主題式教學等教學模式是很有效的。在這些教學模式中使用一些教學技術並且讓學生參與教材內容的規劃，如此一來會使學生對學習產生興趣並產生負責任的態度。如果能利用評量來激發學生的學習動機並引導學生自我的反省，那麼評量就更有意義了。此外這個試驗教學，讓研究者深感到任何人要有一種能力：即「行動研究」的能力，如此才能「苟日新、日日新」，尤其是教師。 關鍵字：以學生為主體、行動研究、合作教學、主題式教學、營造正向學習環境The research explores teaching and evaluation about “learner-centered” by action research. Besides, it explores how the teacher can improve his teaching skill and technique. “Learner-centered” teaching has characteristics, and the researcher uses and records them in the teaching diary. Furthermore, the researcher improves the teaching skill and adjusts his attitude by analyzing the characteristics. The results of the research obviously announce if we hope students can be more motive in their learning, we must hand over the learning material to them. As to this, the methods which are useful for learning such as “cooperation learning” and “theme teaching” are very effective. Using some technique and letting students participant the material plans can make students more interested in learning and take a responsible attitude to it. Consequently, evaluation will be meaningful if it is used to inspire students’ motivation and lead students to introspect. Most of all, the experimental teaching makes the researcher firmly believe everyone must have the ability of “action research”, especially for teachers, to correct his own method, and then he will do his job well step by step.

Key words：Learner-centered、 action research、cooperation learning、theme teaching