| Summary: | 碩士 === 國立臺北教育大學 === 社會科教育學系碩士班 === 96 === Abstract
The purpose of this study is implement “issues-centered” approach into the social studies classroom thru the model of “Action Research.” In this study, the progress of how the teacher transformed the subject knowledge to the curriculum and teaching is recorded based on the implication of “issues-centered” approach. During teacher-student interaction, students’ rational thinking process can be built up. It is expected that not only the teacher’s teaching proficiency but also students’ problem-solving abilities of the students will be improved at the end of the study.
The conclusions were drawn as following.
I. IMPLEMENT IN CURRICULUM
A. The choice of the issues
The current social events arose more of students’ interest, which help students engaged in deep learning and guide them to show more concern about the society so as to establish the perspectives as modern citizens.
B. The procedure
The whole study is divided into “Adaptation”, “Growth” and “Action” three parts according to various performances of participants and the reflection and alteration of the researcher.
C. The demonstration in techniques
The teacher demonstrated the techniques of collecting and interpreting data so that participants can learn a more effective way of data collection. Giving that the skill of self-evaluation is built, the competence in rational decision-making thus can be promoted.
D. The roles of the teacher
The teacher would go through the transfer of the roles from being a demonstrator, a facilitator, an observer, to a challenger according to phases of the participants’ various competence.
Ⅱ. THE LEARNING OF STUDENTS
The study results show that the competence of students in collecting/analyzing data and expressing themselves are both promoted. The factor of judging an issue is turned from a basis of individual experiences to a basis of collected data. The choice of feasible courses of action is not based on a group decision but on a self-decision after taking the individual abilities into account.
It than can be inferred that for those who participated in this study, students with high academic performance are attracted to issue-oriented curriculum and willing to participate; students with low academic performance are more responsive to the applying of acts.
Ⅲ. THE TEACHING OF TEACHER
A. The implication in curriculum
The researcher found that the step-by-step multiple teaching methods facilitated students’ learning. So did the demonstration of the data collection and learning notes of students. In the process of teaching, students’ thoughts and opinions were influenced by the guiding information. The acts in accordance with the decision strengthened the depth of students’ discussion. Furthermore, the ideas of establishing curriculum based on social issues helped students make a rational decision when they faced problems and conflicts.
B. The implication in teaching
It is to the researcher’s realization that the best encouragement for students is show support and rapport for their ideas and opinions. It is also learned that only by adding social issues into Social Study classroom, the course is given a life and that alternative teaching methods and open mind of the teacher contributes to the creation of open atmosphere in classroom.
Ⅳ. SUGGESTION IN TEACHING
Three suggestions for future teaching of introducing social issues into the center of teaching in SOCIAL STUDY are: 1) the adoption of multiple teaching methodology, 2) the basis of social issues, 3) the use of modern technology to broaden the aspects of learning, 4) the multiple roles of the teachers, 5) the emphasis on the process rather than the results in reaching consensus.
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