- 期刊
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聯結語文與科學學習－KWL教學策略於幼兒階段之應用
Integrating Literacy and Science: An Exploration of Using the KWL Strategy in the Early Childhood Classroom Settings
摘要
D. M. Ogle於1986年所提出的KWL教學策略，是一個協助學生聯結先備知識與新的學習經驗的教學策略，在教學過程中，學生設定自己的學習目的，獨立或透過同儕合作解決問題。KWL策略常爲中學與小學中高年級教師應用於教學中，在幼兒階段(K-2)則較少有運用之實例，本文即描述我們在一個小學二年級班級及兩個幼稚園大班應用KWL策略聯結語文與科學學習的經驗，並討論實施過程中的成效與遭遇的困難，以及提供可能的因應之道。 主要之研究資料爲觀察、訪談，並輔以相關文件之蒐集。在參與班級進行「光與影子」、「動物、「蝴蝶」等單元時，參與教師以KWL策略爲架構來規劃一系列學習活動。首先，教師協助學生討論他們所已經知道的關於學習主題的背景知識(K)。而後教師引導學生討論他們想要學習的問題(W)，接著學生針對所提出的問題找尋答案，方式如透過書本查詢、科學實驗與觀察等相關活動。最後，學生嘗試回答之前所提出的問題，分享他們在這個過程中所學得的知識(L)。 研究結果發現：(1)學生在參與討論活動方面變得更主動、自信；(2)參與教師能利用K階段和W階段的討論作爲啟動並評估學生相關背景知識（先備知識）的工具，而在L階段的討論則作爲協助學生反思其學習成果的方式。
並列摘要
The KWL strategy (What-I-Know, What-I-Want-to-Know, &What-I-Learned) (Ogle, 1986), often used in higher grade levels, is a strategy that helps students become active learners who make connections between their prior knowledge and new learning experiences, set their own learning objectives, and solve problems independently or/and cooperatively with their peers. The purpose of this study was to explore the process of using the KWL strategy to integrate literacy and science learning in one 2nd grade classroom and two kindergarten classrooms in Taiwan. In this article, we (a) briefly reviewed theories and research related to the KWL strategy, (b) highlighted our KWL instructional process and activities, and (c) discussed the merits and difficulties that we found in the process, and (d) discussed possible ways to overcome the difficulties. The information presented in this study was primarily based on observational data, interviews, and documents collected during the research process. Thirty-five 7-year-old children participated in science unites entitled ”Light and Shadows” and ”Animals,” and forty-six 5-year-old children participated in the science unit entitled ”Butterflies.” Participant teachers followed the KWL structure to organize their instructional activities. The children were first engaged in discussions where they identified what they knew and what they wanted to learn about the science topics. Then the children were involved in a series of inquiry activities about the topics, such as book reading, experiments and observations, and so on. At the end of the units, the children shared what they learned. The results indicated that (a) the children became more active and confident in sharing their ideas and comments in discussions, and (b) the teachers were able to use the K and W discussions as a tool to activate and assess the children's background knowledge and the L discussions as a means to help the children self-reflect on their own learning outcomes.