| Summary: | 碩士 === 國立東華大學 === 教育與潛能開發學系 === 107 === The purpose of this study is to understand the learning needs of students in the core concepts of "flower structure and function" and to use the instruction systems design model to develop learning programs. According to this purpose, the following questions are discussed: First, in the "Analysis" (A) stage of the design mode of the ADDIE teaching system: What is the current situation and demand for the teaching of the "flower structure" of the national small school? Second, in the "Design" (D1) stage of the ADDIE teaching system design pattern: If the results of the A stage are based on the design of the board game design? Third, in the "Development" (D2) stage of the ADDIE teaching system design model: how to develop a board game based on the results of D1 stage? Fourth, in the "Implementation" (I) stage of the ADDIE teaching system design model: How is the board game developed according to D2 stage applied to classroom teaching? 5. In the "Evaluation" (E) stage of the ADDIE teaching system design model: What is the appropriateness of the physical components and design concepts of the board game?
In this study, the design-based research method was adopted, and the ADDIE instruction systems design model is used as the research structure. The Q- elementary school student and P- elementary school student who used the Kang-Hsuan version of the textbook in the northern region were the subjects, among which the lower grade students were 8, the middle grades were 11, the senior grades were 9.
In the A stage, according to the 9-year syllabus and 12-year national syllabus to design the structure and function of the flower test. Let the children of each grade do the test. The analysis results show that the students have many misperceptions before learning and after learning. Based on this result, a learning scheme combining model and game learning is proposed. In the D1 stage, the learning content is organized by modeling, then the game elements of the model of the flower are organized, and then the game rules structure of the board game is designed. In the D2 stage, after developing the board game rules according to the rules of the game, the board game entity is developed. In the I stage, same group of elementary school children play the board game, and do the test. This research explores the board game can improve the learning, and found that the application of board games to the preschool guidance of lower grade students can reduce the existing misconceptions. For middle grade students, the board game can improve the learning of flower structure and function. For senior grade students, the board game can slightly improve the correctness of the learning. In the E stage, experts are invited to fill out the board game design assessment form to understand the appropriateness of the design of the physical objects of the board game and the teaching objectives. Experts believe that it is necessary to clarify whether "Bees will attack the flower buds" and "Bees get pistils" correction is required, and the correspondence between the design of the other board game physical objects and the teaching objectives is appropriate.
|
|---|
