- 學位論文
如何提昇高中生的化學創造力
How to Enhance Senior High School Students Creativities in chemistry
摘要
過去十年，我們曾用岑賓與本斯的學習理論為基礎的科學教學策略提昇高中生的化學創造力。這教學策略包含互補的學習環和教學環。學習環包括三部分，每一部份依學習過程的階段命名，這三部分別為參與、精緻化以及評量。學生先參與學業工作、再精緻化學習內涵、再評量工作的進展，參與、精緻化與評量需在教師指導及與同儕的互動中，精進科學學習。教學上亦有類似學習環的三個部分，它們與學生學習的學習環之三部分相互對應：教師安排學業工作，檢視學生之間的互動，並且評量學生的學習效果。本文第一篇描述與討論這教學策略的一個實例—米立肯油滴實驗，這實例的結果顯示這教學策略能有效提昇高中生的化學創造力。 用威廉氏創造思考教學模式可以提昇學生的化學創造力。本文第二篇描述與討論這教學法的一個實例—道耳吞原子說。這實例所用的教學策略為視覺化技術以及創造者與創造過程分析法。這項研究工作包含六個部分：研究人員、研究計畫、研究環境、研究歷程、研究產品與研究獎賞。研究歷程包括五個階段：預備階段、報告階段、練習階段、討論階段與寫作階段。這個實例的結果顯示這教學模式能有效培育學生的化學創造力。 用專題研究教學法，可以提昇高中生的化學創造力。這教學法包含六個部份： 研究人員、研究計劃、研究環境、研究歷程、研究產品與研究獎賞。本文第三篇利用雙氧水被溴水催化的化學動力學專題實驗進行此專題研究教學法，描述這教學法六部份的活動情形，並討論這方法的實施結果與省思。結果顯示這教學法能有效培育學生的化學創造力。
並列摘要
Champagne and Bunce，s learning-theory-based science teaching strategy has been adopted for the past ten years to enhance senior high school students，creativities in chemistry. This teaching strategy may be viewed as complementary learning and instructional cycles. The learning cycle has three phases. Each phase is named according to a stage in the learning process. The phases are engagement, elaboration, and assessment. The learner engages in an academic task, elaborates the task, and assesses his or her progress toward satisfactory completion of the task. Engagement, elaboration, and assessment are advanced via interactions with other learners under the guidance of the teacher. The complementary instructional cycle also has three phases, which correspond to the phases of the learning cycle. The teacher sets the academic task, monitors interactions among the students and evaluates students，learning. The first section of this article describes and discusses the activities of an example of this teaching strategy, Millikan oil-drop experiment. The results of this example indicated that this teaching strategy could effectively enhance senior high school students， creativities in chemistry. Williams, teaching model for creativity has been adopted for the past fifteen years to enhance students, creativities in chemistry. The second section of this article describes and discusses the activities of an example of this teaching model–Dalton, s atomic theory. The teaching strategies used in this example were visualization skill and the study of creative people and process. This research encompasses the following six factors: persons, plans, places, processes, products and prizes. The processes contain the following five stages: preparation, reporting, exercise, discussion and writing. The results of this example indicated that this teaching model could effectively develop students, creativities in chemistry. A project-research teaching method can enhance senior high school students， creativities in chemistry. This teaching method encompasses the following factors︰persons, plans, places, processes, products and prizes. The last section of this article uses the kinetic reaction of hydrogen peroxide catalyzed by pure bromine to act this project-research teaching method. It also describes the activities involving these six parts, and discusses their subsequent results and reflections. The results of this example indicated that this teaching model could effectively develop students, creativities in chemistry.