| Summary: | 碩士 === 國立嘉義大學 === 教育科技研究所 === 91 === The purpose of this study is to explore the action process in the project-based learning practiced by an elementary school teacher by the method of action research, and furthermore to share the reflection and growth of the researcher .
The study is done in the method of action research. The researcher myself and my class in the fourth grade are the main participants. During six-month project-based learning courses , the observation of the classroom , interviews after classes questionnaires of feelings and related materials are analysed and explored to get the panorama of the practice of the project-based learning .
The major finding are as follows：
1. Before the adoption of action research, students lack the ability of self-examination and cooperation. Therefore, some time is wasted. After the first practice of action research, students waste less and less time, but such problems as disagreement and arguments arise. During the second practice, the researcher teaches them cooperative skills to make the cooperation of groups changed. But with the impact of individual differences, disagreement among specific students remains, which is improved during the third practice.
2. During the learning, the ability of project practice is enhanced gradually. However, the ability of solving problems and self─examinationed is declined. Moreover , in the project 〝 The costume of aboriginals〞 and 〝 Figures in communitics〞, the ability of most students can not achieve some of the objectives . Students cooperative skills are highly enhanced with the direction of researcher. But after the second direction, the ability of accepting and cooperating with others and the ability of self-examination in fighting with others are declined. As to project reports, ability organization, lay put, and development has great advances. Yet, the accuracy of the content, the research materials and the originality of the content are not satisfactory.
3. After the learning, most students enjoy participating in project-based learning and think that courses in topic learning and other courses are more difficult. Among them, the decision of research project and the analysis and arrangement of materials are most difficult. What makes students most satisfied is to hand in their reports on time and what makes them dissatisfied is disagreement and fights among group members. In addition, students learn the skills of practice and related knowledge. And after three practices of project-based learning, students show their gradual enhancement in skills of topic practices, cooperative skills and project reports. Half of the students are willing to go on taking part in the activity.
In the end, the researcher make some concrete suggestions about teaching and successive researches to teachers who will practice project-based learning for reference.
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