學思達教學法融入初中科學課程之行動研究--以沙巴崇正中學為例

Action Research on Assimilating for Share start Teaching Method into Junior Science course - A case of Sabah Tshung Tsin Secondary School

楊玉清(Nyuk-Tshin Yong)

指導教授 ： 黃澤洋

國立清華大學/竹師教育學院/教育與學習科技學系馬來西亞境外碩士在職專班/碩士(2017年)

摘要

摘要
研究者有感學生在傳統式教育當中喪失主動學習、勇于表達及獨立思考能力，想要改變教學方式及把學思達教學法融入初中科學課程中進行教學來提升學生學習動機，培養學生主動學習、獨立思考及判斷與解决問題等能力。

本研究旨在探討學思達教學法，對於初中科學科的學習成就、學習興趣、課堂參與及自主學習的影響。本研究採取行動研究，研究對象為初中一年級學生共51位，并進行二週的實驗教學。研究者以「觀察生物」這單元設計問題學習單，進行分組討論合作學習、學生上臺發表及互評學思達教學。研究工具量化部份有科學科學習成就前後測成績及「學思達教學法學習興趣、課堂參與及自主學習問卷」用SPSS統計軟體做分析而質性部份有「教師課堂觀察與省思札記」及學生訪談。

本研究主要發現如下:
一、學思達教學法可以提升初中學生科學學習成就尤其對低分組的同學達到顯著的水準。
二、學思達教學法讓學生更有興趣上科學課及提升學生學習科學的興趣。
三、學思達教學法可以提升學生課堂參與程度及更投入專注學習。
四、學思達教學法提升團結及合作的能力及增進師生之間的互動。

最後根據研究結果，提出教學與研究上的相關建議，做為未來研究之參考。

關鍵字

學思達教學法 ； 獨中科學 ； 翻轉教室

並列摘要

Abstract
Researcher find out that students tend to lose the courage to express themselves, abilities of active learning and independent thinking under the traditional education. Researcher changes the traditional teaching method by assimilate the enhancing teaching technique, the share start teaching, into the junior sciences course to motivate and promotes active learning and independent thinking, as well as to stimulate decision-making and problem-solving skills in students.
This research is to investigate the impact of share start teaching on students’ learning achievement, learning interest, classroom participation and engagement in learning sciences. 51 junior one students are selected to be the object of this action research, to undergo a two-week experimental teaching. Learning sheets with specially designed questions are made on the unit of ‘Organisms ’and distributed to students for cooperation learning group discussion. Students are to present their projects on stage and mutual assessment is carried out. SPSS data analysis software is used to analyze the quantitative research on sciences learning test results and the questionnaire on learning interest, class participation and active learning due to Share start teaching; while the analyzing of the qualitative research is carried out through ‘teachers' classroom observation and provincial thoughts’ and students’ interview.
This study finds that:
1. Share start teaching can improve the sciences learning results among junior students, significant improvement can be observed among the group of students who score lower grades.
2. Share start teaching helps the students to get more interest in studying sciences.
3. Share start teaching improves students’ participation in class and help students to be focus on learning.
4. Share start teaching enhances the abilities of students’ unity and cooperation, and also improves the interaction between teacher and students.
Lastly, based on the result of this result, related recommendations are made and as a reference for future researches.

並列關鍵字

Independent School Sciences ； Flipped Classroom ； Share start teaching

參考文獻

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