卜小蝶Pu Hsiao-Tieh鄭雅蘋Cheng Ya-Ping2019-08-292006-2-282019-08-292006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0592021014%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92071以大六教學法融入國中生專題式網站建置之研究 摘 　要 九年一貫課程將資訊教育列為六大議題之首，凸顯教師在教學的現場中應使教學活動與資訊活動結合在一起，以達事倍功半之效。將資訊融入教學後，如何提供學生一個有效的學習方法，便成為許多學者的研究方向。本研究結合專題式導向學習(Project-Based Learning，簡稱PBL)及大六教學法(簡稱Big6)，探討國中生在專題式學習的導引下，學習六大資訊技能的情形，並分析影響其學習成效的因素。 根據相關研究指出，專題式導向學習是一種有效的教學方法，屬於一種建構取向的學習方法，主要是讓學生透過複雜且真實的專題計畫，進行一連串活動，以達成有效學習的目的；而大六教學法則是透過六個學習階段，可來提升學習者的資訊素養。本研究採用行動研究法，由研究者進入教學現場，觀察學生運用六大資訊技能的情形，即定義問題、搜尋資訊、取得資訊、使用資訊、綜合資訊、評鑑資訊等；同時觀察其在完成專題式網站歷程中的認知及情意變化；最後並分析歸納影響其學習成效之因素。研究對象是以台北市某國中專題網站社之20名七年級學生為主，並利用社團活動課以分組研究方式進行，全學期共利用30堂課，進行以大六教學法融入國中生專題式網站建置之教學活動。 研究結果顯示專題式導向學習結合大六教學法的課程策略，可有效提昇學生之學習興趣及資訊素養。而小組成員背景、專題主題的決定過程、組長的領導風格、與組員間的互動情形，則為影響學生建置專題式網站成效的主要因素。此外，本研究根據研究結果，具體研擬出一套有效的教學方案，除有助於提昇國中生對大六教學法融入專題式網站建置教學之學習成效外，亦可提供教師在設計國中生專題式網站建置課程之參考。 關鍵字：專題式學習、大六教學法、資訊素養、PBL、Big6Research of incorporating big six skills into a project-based website for junior high school students Abstract Grade 1-9 curriculum arranges information education as the top of 6 issues to further estimate that teachers should integrate the teaching activities with information activities together to yield twice the result with half the effort. After information incorporating into teaching, the method for providing an effective learning to students becomes a research direction of the academic circle. The present research evaluates the status of learning 6 information skills and analyzes the factors affecting the learning effects of junior high school students under the guidance of PBL by combining Project-Based Learning (PBL) with Big six skills (Big6). According to the related research, PBL is an effective teaching method, and classified as a learning method of construction orientation that mainly provides the students a highly complicate and real project-based plan to conduct a series of activities so as to complete the purpose of effective learning; and Big6 can improve the information skills of learners by 6 learning stages. The present research arranges the researchers to enter the teaching sites and observe the status of students applying 6 information skills by using action research method, that is Task Definition, Information Seeking Strategies, Location of and Access to Information, Use of Information, Synthesis and Evaluating, etc., while observing the cognition and affection change of students during the process of completing the project-based website, and at last analyzes and induces the factors affecting the learning effects. The research is mainly based on 20 grade 7 students of project-based website of junior high school of Taipei city as the object of research, conducts by separating the students into different groups in the activities class, and uses 30 class to conduct the teaching activities of incorporating big six skills into a project-based website during the whole semester. The present research shows that the curriculum policy of combining Project-Based Learning with Big six skills can effectively improve the learning interesting and information skills of students. The background of team members, decision-making process of projected topic, leading style of team leader and interaction of team members are the main factors of affecting students to build the project-based website. Furthermore, according to the result, the research specifically provides an effective teaching plan that can help not only to improve the learning effect of students for building the teaching of incorporating Big 6 teaching method into a project-based website but also to provide a reference for teachers to design a curriculum of building a project-based website of junior high school students. Keywords: Project-Based Learning, Information equipment, Big6, PBL專題式學習大六教學法資訊素養Project-Based LearningPBLBig 6information equipment