專題導向教學在國小六年級自然科實施之行動研究

• Main Author: 許素
• Other Authors: 許民陽
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/96256479671060044568

碩士 === 臺北市立師範學院 === 科學教育研究所 === 90 === ABSTRACT The study is intended to look into the attempt to help the 6th grade students who proceed with the “Project” in scientific exploration by means of the Project-Based Instruction in Natural Science Course at primary schools. In the instructional activities, we tried to probe into: (1) the ways of teacher’s guidance learning activities and confrontational difficulties, (2) capability of instruction for teachers, (3) student’s learning situation, (4) coordinating with evaluative strategies of “Project-Based Instruction”,and(5) the student’s learning of feeling and learning performance. Our study applies the action research method that selects researcher’s one of the 6th grade teaching classes. Through six months of instructional observation, collection of children’s learning sheets, qualitative data of periodical panel studies, the researcher’s logbooks and papers concerned, we did reassess and amend once and once more in the teaching process and, in turn, guided children into the “Project-Based Learning” and evaluated the strategies. The findings gained in the study are generalized as follows: (I) We proceeded with scientific probe through topics interesting children and the designed probe process. This proved in favor of the proceedings of the “Project-Based Instruction”. The teacher is, nevertheless, required to put forth more time and energy to design the learning sheets, and supposed to run into difficulties in insufficient time, pressure in learning progress, and inadequate academic knowledge. (II) Teachers should have capability of instruction on: (1) abilities to organize teaching materials to combine the projects posed by children with the curricular teaching, (2) abilities to scientifically explore instructions,(3) the teachers must be energetic and vivacious to provide students with warm support as a successful guide, and (4) a teacher must be a studious learner himself to team up with the children in the exploration into knowledge. (III) The students could pose right issues aiming at the projects, but more Convergent had than Divergent. In the planning and practical stage of learning, it should be provided consultation and evaluation in the effective process of guidance. (IV) Evaluation was conducted performance assessment that combines with portfolio assessment. In each stage, it should provide a guidance and encouragement the students through explorative activities while learning activities or ending. (V) While children probed into the issues through “the project”, they responded with positive attitude in favor of the study. With learning for six months, they proved to have gained positive results in the probing abilities of scientific exploration.