建構取向的網路化問題解決教學活動設計

Designing Instructional Activities with Web-based Problem Solving of Constructivism Approach

李大偉 ； 張玉山 ； 何宜軒

《科技教育課程改革與發展學術研討會論文集》 2005期 (2006/12) Pp. 76-83

https://doi.org/10.29495/CITE.200612.0076

摘要

本研究以建構主義學習理論及問題導向學習理論爲基礎，探討網路化問題解決活動的設計重點，並以國小四年級「電動車的設計與製作」主題爲例，探討上述理論基礎對活動設計實務的啟示，進而對建構取向的網路化問題解決教學活動設計提出一個完整的示例。在活動網頁中，包括1.情境描述、2.搜集資料（自身經驗分享、教學網頁、資源網頁連結、入口網站）、3.發現問題、4.引導分析、5.創意構思（模擬式創思練習、小組腦力激盪）、6.評選方案7.方案形成（線上畫設計圖、討論材料表與製作程序）、以及8.製作與發表（共同製作、全班發表討論、線上作品欣賞、心得發表）八個主要活動程序。活動網頁經專家審查與試探性實驗，在知識學習效果與問題解決效能方面，均有很好的效果。

關鍵字

建構取向 ； 問題解決 ； 網路化問題解決 ； 教學活動設計

並列摘要

This study was to develop an exemplar of web-based problem solving activities to improve student technological creativity in Taiwan elementary technology curriculum. Based on constructivism and problem-based learning theories, main steps of web-based problem solving are discussed systematically. Those are: 1. Scenario Description, 2. Data Collection (previous experience, instruction web pages, link to resource web pages, portal sites), 3. Questions Discovery, 4. Guidance & Analysis, 5. Creative Conception (Practice of creative simulation, brain-storming), 6. Proposal Selection, 7. Proposal Formulation (on-line design drawing, discussion of material and process), and 8. Publishing (Doing together, discussion and presenting to class, on-line presentation, sharing the feeling). Those web pages of this activity were reviewed by experts. An exploratory experiment was conducted as well. Results showed conclusively that the web pages of web-based problem solving developed in this study were feasible and could improve student‘s creativity and professional knowledge.

並列關鍵字

Constructivism ； Problem solving ； Web-based problem solving activities ； Instructional design