生活化主題式教學對國中學生應用於生活的能力之影響分析

謝淑育

指導教授 ： 陳文典

國立臺灣師範大學/理學院/物理學系在職進修碩士班/碩士(2001年)

摘要

生活化主題式（STS）教學充分具備在生活中學習的特色，本研究即利用此一教學模式，探討對國中學生，將所學科學知識應用於生活的能力之影響。
本研究以國中二年級二個班級學生為研究對象，一班為一般講述式教學法為控制組，另一班為生活化主題式教學法為實驗組，紀錄實驗組學生上課內容及蒐集學生心得報告內容，期間以實作評量方式發展生活應用能力評量卷，兩組學生於教學完畢，對於其生活應用能力評量結果輔以晤談作一對照研究，另利用不同教學法前後的段考成績，比較生活化主題式教學法對以「知識、概念」為主的段考成績是否有相關的影響。得到以下結論：
1.生活化主題教學模式，對於學生學習心態，有積極、正向影響，學生更願將所學的知識應用於生活中。
2.生活化的教材，使學生由做中學，容易與生活問題產生關聯。
3.以學生為主體的教學活動，學生主動學習、不會以課本為學習的全部，如此更能延伸知識的廣度，增進學生將所學科學知識應用於生活中。
因此，生活化主題式教學對學生生活應用能力具有正面影響是毋庸
置疑的事，值得我們加以肯定、實施

關鍵字

生活化課程 ； 一般講述式教學法 ； 實作評量 ； 應用於生活的能力

並列摘要

The STS teaching is equipped the features of learning in life. By this teaching model, we will explore the influence how the junior high students apply what they learned about the science knowledge to the their lives.
I took two eighth grade classes (junior high) as experimenters for this research. One of them is the controlled group. It’s taught by the oral teaching method. And the other group is the experimental one taught by the STS method. I took notes for the latter group during the lectures and collected their paper. Authentic assessment is used to develop the ability to apply what their
Knowledge to their lives evaluation. While completing the lectures, I interviewed those students as comparison. Besides, in contrast with students’ performance of mid-term tests which were used different teaching methods, we will find if there is any relatively influence on grades by STS teaching method.
Conclusion as follows:
1.Through STS teaching method, there is active and positive influence on students’ learning attitude. And the students are willing to apply what they learned to lives.
2. If students can learn by doing, it’s easy to have good connection between life and learned knowledge.
3. With student-center teaching activity, students will be more active in learning and they will not focus on the textbooks only. So they have extensive knowledge and are interested in using science knowledge in their lives.
Therefore, doubtlessly, STS teaching method has positive influence on students apply what their knowledge to lives. We should implement it.

參考文獻

14.陳文典（1997）：STS理念下之教學。台灣教育575期，10-19頁

2.王澄霞 謝昭賢（1997）：以認知圖評量“酸雨”ＳＴＳ教學的學習成就。

34.楊雅玲（2000）：STS模式教學對學生學習成效的影響。國立台灣師範大學碩士論文

35.蔡美娟（1999）：國中資深教師與初任生物教師運用生活實例於教學之個案研究。彰化師範大學碩士論文

37.顏婉幸（民89）：國小中年級學生學習科學概念與日常生活聯結之研究。