以BIG6大六教學法資訊素養融入高中新興科技教學之探究

Abstract

本研究主要在探討BIG6大六教學法融入高中新興科技課程的成效。研究者藉由發展資訊素養融入課程的教學設計，探究BIG6大六教學法融入新興科技議題課程的實施成效及面臨困難，呈現修課學生的學習表現以及教師在教學歷程中的專業成長，同時亦關注圖書館及圖書教師在實施資訊素養課程中扮演之角色。本研究採行動研究法，研究對象為東部某高二來自不同班級且資訊素養基礎各異的十一名多元選修課學生，規劃以新興科技議題為核心，BIG6大六教學法為架構，進行六週的資訊素養課程。研究者透過觀察法、問卷調查法及訪談法，利用現場觀察記錄、教學反思紀錄、學生學習單、自我評量表及小組評分表、訪談錄音資料等研究工具，最後歸納資料以評估學習成效。研究結論表明，BIG6大六教學法融入高中新興科技課程具有高度可行性和有效性，學生在資訊素養、自主學習、合作學習和創新思維均有成長。透過縝密規劃和有效教學策略運用讓資訊素養課程得以順利推動，儘管面臨課程設計需滾動修正及教師負擔加重等挑戰，但通過圖書館支援將能提供更多的奧援，例如透過與圖書教師的協同教學可促進教師專業成長、圖書館在課程中扮演輔助教學的關鍵角色等。研究建議有下列四點。首先，為了提升資訊素養融入新興科技教學的效果，應調整BIG6大六教學法，設計跨領域課程，激發學生的創新思維和綜合學習能力。教師應靈活運用BIG6步驟，根據學生需求調整授課，並鼓勵參與競賽或活動來鞏固知識。其次，圖書館需更新資源，創建支持自主學習和小組討論的環境，定期舉辦資訊素養研習作為教師教學的支援。此外，圖書教師與學科教師應協同教學，共同設計課程內容，提供即時指導，並進行教學反思和經驗交流，學校行政亦應提供資源和支持，鼓勵協同教學。最後，未來應擴大研究樣本和時間範圍，驗證結果是否具有普遍性和長期效益，以推動各校資訊素養教育的發展。綜上所述，本研究提供未來高中推動資訊素養教育一個有效教學模式和寶貴的經驗。透過學科教師及圖書教師的協同合作，以及對教學方法的靈活調整，可以提升學生的資訊素養能力，實現資訊素養教育的創新和發展，並為後續相關研究提供參考。This study primarily explores the feasibility and effectiveness of integrating the BIG6 instructional model into senior high school emerging technology courses. By developing a teaching design that incorporates information literacy into the curriculum, the researcher investigates the implementation effects and challenges of integrating the BIG6 instructional model into emerging technology topics. This study presents the learning performance of students enrolled in the course and the professional growth of teachers during the teaching process. It also focuses on the role of libraries and library teachers in implementing information literacy courses.The research methodology adopted in this study is action research. The subjects are eleven second-year high school students from diverse classes in a high school in eastern Taiwan, with varying levels of information literacy. The study is designed around emerging technology topics, using the BIG6 instructional model as the framework for a six-week information literacy course. The researcher employs observation, questionnaires, and interviews, utilizing tools such as on-site observation records, teaching reflection records, student learning sheets, self-assessment forms, group scoring sheets, and interview recordings. Finally, the data is summarized to evaluate learning outcomes.The conclusions of the study indicate that integrating the BIG6 instructional model into senior high school emerging technology courses is highly feasible and effective. Students showed growth in information literacy, self-directed learning, collaborative learning, and innovative thinking. Meticulous planning and effective strategy application facilitated the smooth implementation of the information literacy course. Although challenges such as the need for ongoing curriculum adjustments and increased teacher workload were encountered, library support provided additional assistance. For example, collaborative teaching with library teachers promoted professional growth for teachers, and libraries played a critical supporting role in the curriculum.The study offers four recommendations. First, to enhance the effectiveness of integrating information literacy into emerging technology education, the BIG6 instructional model should be adjusted to design interdisciplinary courses that stimulate students' innovative thinking and comprehensive learning abilities. Teachers should flexibly apply the BIG6 steps, adjust teaching according to student needs, and encourage participation in competitions or activities to consolidate knowledge. Second, libraries need to update resources, create environments that support self-directed learning and group discussions, and regularly host information literacy workshops as a support for teachers' instruction. Additionally, library teachers and subject teachersshould collaborate in teaching, jointly design course content, provide real-time guidance, engage in teaching reflections, and share experiences, with school administration providing resources and support to encourage collaborative teaching. Finally, future research should expand the sample size and time frame to verify the generality and long-term benefits of the results, thereby promoting the development of information literacy education across schools.In summary, this study provides an effective teaching model and valuable experience for promoting information literacy education in senior high schools. Through the collaborative efforts of teachers and library teachers and the flexible adjustment of teaching methods, students' information literacy skills can be enhanced, achieving innovation and development in information literacy education and providing a reference for subsequent related research.