資優學生概念構圖教學之實施與成效探究
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2016-03-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本文以探討資優生概念構圖教學為主，從實施成效分析進而建立適當的教學模式。首先針對資優學生的學習特質與思考歷程、概念形成、學生學習與概念構圖進行分析，進而透過高一基礎生物課程之概念構圖教學，以探討教學之程序、方法、教學策略、教學媒體與教學評量等，透過專家審查與實際教學進行，分析探究概念構圖的教學歷程與學生表現。根據教學後的成效評估，資優學生在高層思考能力與情意態度上有所提升。此外，課程中架設有數位學習平台，讓學生得以相互評鑑與資源分享，並透過教師反思，探究教師在其中扮演的角色，最後根據研究發現提出建議給予教育界參考。
This paper attempted to explore the teaching of concept mapping for the gifted, formulate the teaching model, and analyze the effect after the implementation. In the first step of our analysis, we examined the learning characteristics and thinking process of the gifted students, formation of concept, and students’ learning with concept mapping. Throughout the basic biology course taken by 10th graders examined by experts in actual classroom setting, we then used concept maps as part of instruction to explore the teaching procedure and methods, instructional strategies, media, and assessment techniques. After the use of concept maps in teaching, the gifted students demonstrated improved higher order thinking skills and emotional attitudes. An e-learning platform was also built during the courses, not only allowing the students to evaluate each other’s work and share resources, but also offering the teachers an opportunity to reflect on their teaching and examine their role in instruction. The paper concluded with some implications for education and future researches.
This paper attempted to explore the teaching of concept mapping for the gifted, formulate the teaching model, and analyze the effect after the implementation. In the first step of our analysis, we examined the learning characteristics and thinking process of the gifted students, formation of concept, and students’ learning with concept mapping. Throughout the basic biology course taken by 10th graders examined by experts in actual classroom setting, we then used concept maps as part of instruction to explore the teaching procedure and methods, instructional strategies, media, and assessment techniques. After the use of concept maps in teaching, the gifted students demonstrated improved higher order thinking skills and emotional attitudes. An e-learning platform was also built during the courses, not only allowing the students to evaluate each other’s work and share resources, but also offering the teachers an opportunity to reflect on their teaching and examine their role in instruction. The paper concluded with some implications for education and future researches.