學思達教學法應用於高職進修部學生國文科學習之研究

The Study of Using Share-Start Teaching Method on Chinese Instruction in Taiwan Vocational Continuation High School

陳依彤(Yi-Tong Chen)

指導教授 ： 崔成宗

淡江大學/文學院/中國文學系碩士在職專班/碩士(2017年)

https://doi.org/10.6846/TKU.2017.00655

摘要

本研究為「學思達教學法在高職進修部國文教學之研究實踐」，探討學思達教學法對高職學生國文科學習能力之影響。以筆者實施學思達之經驗和學生學習興趣及課堂參與影響為主。兼採中西方教育理論和國文教材教法，理論與實務並重。期許研究出教學成效更高的學思達課堂進行方式。
由於學思達教學法這個名詞才剛推出就廣受學校老師的歡迎，但是效果不應只是由老師評價，學生自評結果也相當值得探討，因此本研究將以學生觀點來探討此教學法的學習成效。本研究之研究目的如下：（1）探討不同高職生的個人背景、家庭背景與同儕關係對學思達教學法學習成效的差異情形；（2）探討不同高職生的自我覺察與職能探索對參與學思達教學法的差異；（3）透過本研究分析結果，提供教育相關當局更多學思達教學法的資訊。
經筆者不斷探索更佳的教學方式，並實踐於課堂後，得到以下結論：
一、學生對以學思達進行國文教學多持正面看法，並從中提高對國文學習的興趣與上課的專注力。但時間一久出現彈性疲乏狀況，筆者建議除了學思達教學之外，教師應施行多元教學來不斷地刺激學生的學習動機。
二、對傳統評量方式的建議：未經妥善設計的選擇題，往往偏重零碎記憶，容易讓學生思考僵化。對學生的評量宜多採用問答題形式，讓學生勇於表達自己多元的想法，並藉此鍛鍊解決問題的能力。
根據本研究之成果，筆者進一步從教學回饋問卷中反思學思達教學法，並對高職國文教師及後續研究者提出建議，以供參考。

關鍵字

學思達 ； 翻轉教學 ； 高職學生 ； 國文教學 ； 張輝誠老師

並列摘要

This research is “The Study of Using Share-Start Teaching Method on Chinese Instruction in Taiwan Vocational Continuation High School”.
This research would like to the explore effect of learning capability of using Share-Start Teaching Method on Chinese Instruction in Taiwan Vocational Continuation High School students. Based on the researcher’s experience of using Share-Start Teaching Method, learning interest of students, and the effect of classroom participation. This research uses the Chinese and Western theories and teaching practicum of Chinese, both theory and practice are important. The researcher hope to find the more effective Share-Start Teaching Method in the classroom.
Share Start Teaching Method, which was just created , is very popular among teachers; however, students’ learning achievement shouldn’t be evaluated by teachers only, it should also be assessed by students themselves. Therefore, the study will explore the learning achievement of Share Start Teaching Method from the students’ perspective. The purposes of this study were as follows:
(1) Explore the factors that affect learning achievement of Share Start Teaching Method based on the students’ personal background, family background, peer relationship
(2) Explore the factors that participate in Share Start Teaching Method based on the students’ self-awareness and career exploration.
(3) Through the results, the researcher will provide more findings of Share Start Teaching Method to the relevant educational authorities.
After the researcher continued to explore the better teaching method and used in the class, the conclusions were as follows:
1. The students exposed to the Share-Start teaching method had a positive attitude, and became much interested and concentrated in Chinese class.
However, The students became tired after a long time in the class. Besides Share Start Teaching Method, teachers should use multiple teaching to trigger students’ study motivation.
2. Suggestions about traditional evaluation: Not properly designed choice questions emphasis on fragment memory and let the students’ thinking turn rigid. We should use questions and answers in students evaluation, let students express their multiple thoughts bravely, and work out the ability of problem solving.
According to the result, researcher reflects the Share-Start teaching method from students’ learning survey, and provides suggestions for vocational high school teachers and follower researchers.

並列關鍵字

Share-Start teaching method ； Flipped Classroom

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