由哈佛到逢甲：普通物理互動教學的實施與成效

From Harvard to Feng-Chia: The Implementation and Outcomes of Interactive Teaching in University Physics

張慧貞(Whei-Jen Chang)

《科學教育學刊》 11卷4期 (2003/12) Pp. 391-406

https://doi.org/10.6173/CJSE.2003.1104.03

摘要

本文主旨為論述作者在逢甲大學所進行的普通物理教學革新的實施與成效，並與哈佛等美國許多大學近年來的教學改革計畫相比較。逢甲與哈佛的教學改革原則雖大致相同，但實施細節則仍有差異。兩校均是藉由生活化題材協助物理觀念的澄清，減少複雜的數學推導，並修改演講式教法，引入小組討論，以提高學生在課堂主動參與學習的機會，簡稱為「互動式教學」。文內也同時闡述支持這些改革的學習理論基礎，並解釋兩校之實施差異與理由。學習成效的評量工具，包含翻譯自美國文獻的兩份力學標準化考題和作者設計的情意成效問卷。參與本研究之學生除了包含作者所授課之互動班，與其他教授的演講班之外，還包含作者先前以演講式教學的學生，三組學生做交叉比較，以深入探討互動式教學的學習成效。研究結果顯示，經由長期實施後，互動式教學有助於學業成就與情意成效之提昇，甚至對部分學生的學習觀產生啟發。互動式教學為我國普通物理的教學提昇，提供了一個努力的方向，值得逐漸推廣，並繼續探討其實施之困難與成效。

關鍵字

互動教學 ； 建構主義 ； 教學改革 ； 普通物理 ； 概念學習

並列摘要

The purpose of this paper is to describe the implementation and outcomes of an innovative teaching program in university physics, which was conducted by the author at Feng-Chia University. The results were compared with a similar program at Harvard University. The central themes of the programs at Feng-Chia and Harvard were consistent, while many details of the adopted teaching strategies were different. With respect to the modification in teaching, both universities introduced everyday life examples to facilitate the students' conceptual comprehension, reduced complex manipulations, and modified the didactic teaching by encouraging student discussion in class. The teaching program is defined as 'Interactive Teaching'. This paper also elaborates on the rationales that underpin 'Interactive Teaching', as well as explaining the differences in the implementation strategies between the two programs. In this study, the tools for evaluating the learning outcomes included two standardized tests originating from the US and a questionnaire regarding affective learning outcomes, which was developed by the author. Three groups of students participated in this study, i.e., an interactive group taught by the author, and two traditional groups taught by the author and other physics professors respectively. The comparison amongst the three groups of students may provide better insights into the outcomes of 'Interactive Teaching'. The results showed that the Interactive Teaching at Feng-Chia seemed to be beneficial to the students' academic performance and the affective learning outcomes. Interactive Teaching provides a feasible direction for improving the teaching of university physics in Taiwan. Further implementation and evaluation is suggested.

並列關鍵字

Interactive teaching ； Constructivism ； Teaching innovation ； University physics ； Conceptual development

參考文獻

張慧貞、Y. Y. Yeung, ed.(2002)。In-novative ideas in science teaching theories and exemplars。Hong Kong:New Concept Design Production Company。

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