- 學位論文
從學習領導論析問題導向學習(PBL)對幼兒「水資源」學習成效之研究
Research on the Effect of Problem-Based Learning (PBL) on Children's "Water Resources" from the Perspective of Leadership for Learning
摘要
本研究採取行動研究法，目的在探討以學習領導的觀點觸動教師的改變，並用問題導向學習(PBL)引動學生學習，實施水資源教育。以台中某私立幼兒園為研究場域，以中大混齡班為研究對象，進行七週的問題導向學習(PBL)的水資源教育教學活動，透過教學會議、教學省思、觀察紀錄、訪談紀錄、幼兒學習單等資料的蒐集進行分析。本研究歸納結論如下： 一、實踐學習領導的困難與因應策略 發現無法深入探究問題，在設定問題時使用簡單易懂的語詞，對於教學內容老師要充分的理解，進而規劃豐富的教學活動，引起幼兒的學習興趣。在教學策略上遇到困難時，可以邀請園內其他成員或專家學者加入，給予不同意見進行調整。在會議前先讓老師了解相關議題，減少等待的時間。 二、實施問題導向學習(PBL)的困難與因應策略 設計活動時將進度放慢，加入多元教學活動，提升幼兒的學習動機；小組討論困難時，先在團體討論中確定大方向，再回到小組之中進行。 三、學習領導與問題導向學習的具體成效分別為： (一)學習領導部分：隨著教學策略的修正與調整，老師對於問題的討論與引導能力上也有提升。經過鼓勵後，老師對於幼兒的觀察能力越來越好，也能提出許多教學上的實質建議。透過教學過程的觀察，發現幼兒在教學成效上都有所提升。 (二)問題導向學習部分：幼兒從教學歷程中學習到節約用水的技能，並且落實於生活之中，透過多元的教學活動引發幼兒主動探索的學習態度。老師從講述者轉換成為引導者，對於問題設計與教學活動上的能力也有所提升。 最後依照本研究的結論與發現提出參考建議，作為教學上與未來研究的建議。
並列摘要
This research adopts the action research method, and the purpose is to explore the change of teachers from the perspective of learning leadership, and use problem-based learning (PBL) to motivate students to learn and implement water resources education. Taking a private kindergarten in Taichung as the research field and the mixed-age class of CUHK as the research object, a seven-week problem-based learning (PBL) water resource education teaching activity was carried out. Through teaching reflection, observation records, interview records, and children's learning Collect and analyze single data. The conclusions of this study are as follows: First,difficulties and Coping Strategies of Practical Learning Leadership It is found that it is impossible to explore the problem in depth. When setting the problem, use simple and easy-to-understand words. The teacher must fully understand the teaching content, and then plan rich teaching activities to arouse children's interest in learning. When you encounter difficulties in teaching strategies, you can invite other members or experts and scholars in the park to join in and give different opinions to make adjustments. Let the teacher know about the relevant topics before the meeting to reduce the waiting time. Second,difficulties and Coping Strategies in Implementing Problem-Based Learning (PBL) Slow down the progress when designing activities, add multiple teaching activities, and improve children's learning motivation; when group discussions are difficult, first determine the general direction in the group discussion, and then return to the group to proceed. Third,The specific effects of learning leadership and problem-oriented learning are as follows: (1) Learning leadership part: With the revision and adjustment of teaching strategies, the teacher's ability to discuss and guide problems has also improved. After encouragement, the teacher's ability to observe children is getting better and better, and he can also put forward many substantive suggestions on teaching. Through the observation of the teaching process, it is found that the children's teaching effectiveness has improved. (2) Problem-oriented learning part: Children learn the skills of water conservation from the teaching process, and implement them in their daily life. Through diversified teaching activities, children's learning attitude of active exploration is aroused. The teacher has transformed from a narrator to a guide, and his ability in question design and teaching activities has also improved. Finally, according to the conclusions and findings of this study, reference suggestions are put forward as suggestions for teaching and future research.