人爲什麼要學習？～以問題導向學習法進行綜合活動主題課程之研究

Why Does A Person Have to Learn?-A Study of Problem-Based Learning to Teach Theme Curriculum in Integrated Activity Curriculum

俞雅珊(Ya-Shan Yu) ； 張景媛(Ching-Yuan Chang) ； 范德鑫(Der-Hsin Fan)

《慈濟大學教育研究學刊》 5期 (2009/07) Pp. 211-257

https://doi.org/10.6754/TCUJ.200907.0211

摘要

本研究的目的為：一、瞭解園中生在學習上遇到的各種困擾問題，以及目前教師進行學習輔導的方法：二、設計「人為什麼要學習？」主題課程，並運用問題導向學習法進行教學：三、探究「人為什麼要學習？」主題課程教學實施的情形，及對學生學習的影響：四、分析研究者以問題導向學習法進行「人為什麼要學習？」主題課程時，個人專業成長的情形。本研究以行動研究法為主，輔以量化資料，以研究者任職國中九十六學年度七年級二個班學生（男生35位，女生32位，共計67位），進行為期一學年的主題課程，並且經由省思後修訂前導研究的課程內容，重新進行「人為什麼要學習？」主題課程。利用主題課程、學習方法與態度量表、訪談大綱、檢核表、教師教學省思日誌、觀察紀錄、學生課堂學習學、課程滿意度回饋表、教學錄影等作為研究工具，瞭解本研究課程對園中生學習的影響，並將問題導向學習法適用於園中綜合領域的情形作較深入的研究，作為綜合活動教學之參考。結果發現1.學生在學習上不知如何運用學習策略進行有效學習、教師進行學習策略教學後未能追蹤學習情形：2.主題課程的實施讓學生學會運用問題導向學習法進行探究，以增進學習效果：3.主題課程實施後，學生在「學習計畫與方法」、「學習欲望與過程」、「學習習慣與環境」、「準備考試與考試技巧」四個測驗上，後測表現高於前測的表現：4.研究者的教學信念，從原本的教師本位轉向學生本位學習，不再只是教師單方面教授學習策略的知識，而是讓學生在探究過程中，建構自己的學習方法。

關鍵字

問題導向學習 ； 主題課程 ； 綜合活動領域 ； 學習輔導

並列摘要

The purposes of this study are the followings: At first, to understand sorts of perplexing problems junior high school students face in their learning, and the ways teachers proceed with Study Guidance so far. Secondly, 10 design the Teach Theme Curriculum-”Why does a person have to learn?”, and proceed teaching by the Problem-Based Learning. Thirdly, to investigate ”Why does a person have to learn?”-the condition of carrying the Teach Theme Curriculum out, and the effect on students' learning. Eventually, to analyze the condition of individual specialty growing when the researcher make use of the Problem-Based Learning to proceed ”Why does a person have to learn?”
The methodology of this study is ”Action Research with Quantification.” The subjects are the seventh grade students in the researcher's class at Fu-Shin Junior High School of the year 2008 and have proceeded with the Teach Theme Curriculum for a school year. In addition, this study has re-proceeded the Teach Theme Curriculum ”Why does a person have to learn?” through revising the contents of curriculum of the Guidance Study. Besides, the researcher uses the Teach Theme Curriculum, the learning method, the measure sheets of attitude, the outline of interview, the checklists, the self-examining daily records of teaching, the records of observation, the learning sheets, the feedback of curriculum, and the teaching video as research tools in order to figure out the effect of this study on junior high school students' learning. This study makes the Problem-Based Learning do further research in the Integrated Activity Curriculum of Junior High School and is to be the reference of the teaching in the Integrated Activity Curriculum.

並列關鍵字

Problem-Based Learning ； Teach Theme Curriculum ； Integrated Activity Curriculum ； Study guidance