The Action Research of the Application of the Graphic Organizers to Improve Sixth Grade Students’ Social Studies Inquiry Skills

• Main Authors: Ho,Chiaying, 何佳穎
• Other Authors: 黃永和
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/21242469364934070638

碩士 === 國立臺北教育大學 === 教育行政碩士在職進修專班 === 99 === According to Bloom's Taxonomy, learning doesn’t merely involve cognitive domain, but also the affective domain and the psychomotor domain. In other words, to inspire children’s learning is to help children acquire learning skills and reinforce learning attitude or interests, rather than just impart knowledge. Although this principle is known to educators, social studies educators in elementary schools, due to various reasons, still adopt traditional didactic instruction. As a result, students seldom develop active learning, thereby unlikely making teaching resonated with students nor improving students’ motivation. Even if students in traditional didactic instruction can directly and straightforwardly acquire the content of the course, the content of knowledge that educators intend to impart is not equivalent to the one that students absorb; moreover, the content of knowledge that students absorb is limited and fragmented, making it difficult for students to put knowledge into practice. In this kind of learning situation, students merely understand or comprehend knowledge, but neglect high-level thinking. Therefore, in order to improve students’ inquiry skills and learning motivation, the study established an effective teaching strategy for social studies, which is aimed at helping grade sixth students develop “social studies inquiry skills” with the tools “graphic organizers.” Finally, in order to investigate the effects of the teaching strategy provided, the study stuck to the principle of action research, targeted 36 grade sixth students in the second term of academic year 2010-2011, integrated graphic organizers and social studies inquiry skills into social studies teaching, and went through progressive problem-solving during four teaching stages: the preparation stage, the instruction stage, the team-practice stage, and individual implementation stage. The study found as follows: 1. Proposed the teaching strategy of the application of the graphic organizers to improve sixth grade students’ social studies inquiry skills. 2. Proved significant improvement on students’ learning attitudes for social studies including interest, confidence, and value after adopting teaching strategy. 3. Proved significant improvement on students’ performance of social studies inquiry including Data-Gathering Skills, Data-Organizing Skills, Data-Processing Skills and Communicating Skills after adopting teaching strategy. 4. Through the practice of action research, teaching and learning promote and enhance each other, thereby benefiting adopters with their expertise developing and maturing.