國小學生社會學科思維發展之教學行動研究

Teaching Action Research of Social Study Thinking Development for Elementary School Students

陳聖謨(Sheng-Mo Chen)

《嘉大教育研究學刊》 45期 (2020/12) Pp. 1-27

摘要

在社會學習領域教學中注重學科思維能力，有利於學生核心素養之進展。社會領域教師，如何活化運用既有教材內容，提供學生學科思維能力練習的機會，以促成學生核心素養的發展，是本研究的關注焦點。本研究採取協同行動研究方法，以UbD模式進行學科思維導向的教學活動設計，並由研究者以國小五年級一班24名學生為研究對象，透過觀察、問卷測驗、晤談與同儕觀議課等資料蒐集方法，以了解學生的社會學科思維表現情形。本研究獲得發現如下：1.教師應以學生角度設想學習目標的意義性與關聯性。2.教材的系統化、組織化是引導學生發展社會思維能力的利器。3.以提問、理答做為形成性評量的機制，能發揮以評促學的效果。

關鍵字

小學 ； 社會領域 ； 學科思維

並列摘要

The disciplinary thinking ability in social study teaching is conducive to the realization of the learning goals of students' core competences. Therefore, how to activate the content of existing textbooks and provide students with opportunities to practice their disciplinary thinking ability in the teaching of social fields, so as to promote the development of students' core competences, is the focus of this research. This research adopts a collaborative action research method and uses UbD mode to design disciplinary thinking-oriented teaching activities. The researcher uses the fifth grade students of elementary school as the research object, and collects data through observation, questionnaires, interviews and peer observation classes. The method is to understand the student's behavior of social disciplinary thinking. This research has several findings 1. It is important to imagine the significance and relevance of learning goals from the perspectives of students. 2. Systematization and organization of teaching materials is a powerful tool to guide students to develop social thinking ability. 3. Using questioning and answering as a formative evaluation mechanism does produce the effect of promoting learning by evaluation.

並列關鍵字

elementary school ； social studies ； disciplinary thinking

參考文獻

Mansilla, V. B, & Gardner , H. (2008). Disciplining the mind. Educational Leadership, 65 (5), 14-19.

Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Boston: Pearson.

National Council for the Social Studies (NCSS) (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history. Silver Spring, MD: NCSS.

Pollock, J. E., & Hensley, S. (2017). The i5 approach: Lesson planning that teaches thinking and fosters innovation. Alexandria, VA. : ASCD.

Rantala , J. (2012). How Finnish adolescents understand history: Disciplinary thinking in history and its assessment among 16-year-old. Finns Education Science, 2, 193-207.