- 期刊
以5E學習環教學模式為基礎探討高職進修學校物理教學策略之行動研究－以摩擦力單元為例
To Integrate into the 5E Learning Cycle Action Research on Physical Education in Vocational High Schools-A Case Study of the Friction Force Unit
摘要
本研究的目的在提升高職進修學校學生學習物理的興趣及成效。採用行動研究的方法，對象為所任教高一基礎物理課程的學生39人，以5E學習環教學模式為基礎，融入 動手做的理念，來進行課程的擬定並應用在教學上，探討適合高職進修學校的物理教學策 略及在此教學策略教學後，學生對於摩擦力單元的學習成效及知覺感受，及研究者的教學成長。結果如下：一、適合「高職進修學校的物理教學策略」之一為：以5E學習環教學模式為基礎融入動手做理念之教學策略，學生學習物理的興趣及成效均有顯著提升。二、在「高職進修學校物理教學策略」進行教學後，以科學教室環境量表（WIHIC）進行施測，發現學生在「學生親和」、「學生參與」、「學生探究」、「合作」、「平等」、「教師支持」、「工作取向」學習知覺感受的向度都有顯著提升。三、藉由行動研究的過程，研究者的教學專業成長改變情形有：（一）教材之設計及教學能力的提升：研究者對運用此教學策略來設計教材和進行教學變得熟悉也較能運用適切，進而培養發展適合高職進修學校學生學習物理的課程的能力。（二）班級經營能力的提升：研究者較能掌握學生在教學活動中的反應，教學時師生及同學間的互動也較以往來得頻繁且融洽，這對於高職進修學校的學生上課情境有很大的幫助。（三）跨領域整合教學能力提升：研究者能將教學內容由原本單一領域變成多元領域，讓物理跟學生專業實作領域做結合，對學生的學習效果有顯著的提升。
並列摘要
The purpose of this study is to develop motivation, creativity, and problem solving in physics education for senior high school students in Taiwan. The traditional physics education in senior high schools in Taiwan is primarily focused on memorization of course books and little of its actual application (Ministry of Education, 2004). There is also a lack of peer support and the interaction between teachers and students, which often cause low interest in learning physics, as well as poor learning results. Action research was used in this study with practical physics teaching methods with hands on experiments to increase the interest and result of physics education.The research was conducted on 123 students from three vocational high school classes in southern Taiwan applying the 5E learning cycle mode, integrated with hands on experiments, cooperative learning, multiple assessment, practical application of theories, and analysis of results. Data was collected from teacher's daily record, students’ achievement test, students' feedback, classroom observation video, and interviews, etc. The result is as follows:First: The researcher used this teaching strategy to design a teaching plan, with the purpose of promoting students' interest in physics education. Subsequently the 5E improvement teaching strategy is suitable for physics education in vocational high schools.Second: After applying the 5E improvement teaching strategy, the collected data showed that students' test achievement increased and their interest in physics. The students' developed better team work ability and with the integration of different fields.Third：After the 5E improvement teaching strategy, the WIHIC form was applied to research students' improvement on the aspects of 'student intimacy', 'student participation', 'student exploration, 'cooperation', 'equality', 'teacher support' and 'work orientation'.Fourth: Through the process of action research, the researcher's improvement includes: 1. Promotion of teaching material design and teaching ability: the researcher knows more by using this teaching strategy to design material and its implementation, and to further develop the ability of organizing courses suitable to the extended education of students in vocational senior high schools.2. Promotion of class management: with this experience, the researcher is able to handle possible situations or feedback better, and have more frequent interaction between teacher and students, which is supporting the learning condition of the extended education students of vocational senior high schools.3. Promotion of integrating cross filed teaching ability: through this teaching strategy, the researcher improves the teaching content from a single field to multiple fields, and integration of students' professional field, which obviously increases the students' learning effect.