淡水巡禮探索活動的教學設計與教學成效

Teaching Design and Teaching Effects of the Explorative Activity around Tamshui Area

林秀玉(Show-Yu Lin) ； 蔡溥仁(P. J. Tsai)

《國際文化研究》 7卷2期 (2011/12) Pp. 23-42

https://doi.org/10.29960/SIC.201112.0002

摘要

真理大學位於淡水地區，學生多屬於文、法、商和管理領域的學習背景，因此本研究旨在以「專題本位科學教學」理念，設計「淡水巡禮探索活動」，實際融入通識教育的自然科學概論課程教學，於課室中實施。藉由蒐集、分類、歸納質性資料，探討實施本活動的教學成效。本研究對象為121位修課學生，約5至6位一組，進行小組合作學習，於一學期內參考本活動的教學設計內容與實施步驟引導，自創完成一套作品，於課室中發表成果。教學成效主要是蒐集學生自評學習與回饋單、參與教師與研究團隊的日誌、以及評審們給各組評量與建議等質性資料，結果發現學生有參與學習歷程，增加對淡水地區人事物的認識與知識，學到團隊合作、與人溝通與討論、拍攝與製作技巧等，且能認真參與、有成就感、覺得有趣、好玩、懂得感恩與具有同理心等學習成果；在作品發表當天課室氣氛相當熱絡異於平常表現；在學習歷程上遭遇分工、協調時間、彼此討論及製作技巧等問題。綜上所述，本研究以「專題本位科學教學」理念設計「淡水巡禮探索活動」教學及其各項教學成效，期能提供未來通識教育進行類似活動參考。

關鍵字

通識教育 ； 專題本位 ； 教學成效 ； 學習成果

並列摘要

Aletheia University is located at the Tamshui area. Most of the students study literature, law, business or management. The purpose of this study is to investigate the teaching effects by applying the rationale of ”Project-Based Science Teaching” to design ”the Explorative Activity around Tamshui Area” as well as to implement as integrated curriculum on the natural science course and practice in classes teaching. The participants were 121 undergraduates. By way of small groups (5 to 6 students/ a group) cooperative learning, they guided to follow the content and the process of the designed explorative activity here and created a set of products related to a theme around Tamshui Area in a semester. By analyzing the qualitative data mainly collected from students' self reports and feedbacks, teachers' and researchers' journals, and reviewers' assessments and comments, the results shown students were participated in the learning process, increased their knowledge and understanding around Tamsui area; learned group cooperation, communication and discussion with others, made a short film and producing skills, seriously participated, had a sense of achievement, felt interesting, fun, knew appreciate and had sympathetic; warm class climates found on the presenting day; a few problems generated on the learning process such as roles playing in tasks, negotiation working time, discussing with others, skills for producing products etc.. The designed of ”the Explorative Activity around Tamshui Area” from the rationale of ”Project-Based Science Teaching”, integrated in a course and practiced in class teaching as well as its' teaching effects revealed above may provide as references for promoting effects of a similar activity in general education.

並列關鍵字

General Education ； Project-Based ； Teaching Effects ； Learning Outcomes

參考文獻

()。

莊展鵬、王智平、彭大維、李惠正、賴君勝(2000)。台灣深度旅遊手冊2─淡水：歷史、紅毛城、鄞山寺、自然。台北:遠流出版社。

Colley, K.(2008).Project-Based Science Instruction: A Primer-an introduction and learning cycle for implementing project-based science.The Science Teacher.75(8),23-28.

Commonwealth of Australia(2002).Employability Skills for the Future.Canberra:AusInfo.

Krajcik, J. S.,Czeniak, C.,Berger, C.(1999).Teaching children science: a project-based approach.Boston:McGraw-Hill College.