以師生共同構築的教學模組探討學生在「酸與鹼」概念的學習成效

陳美如(Mei-Ju Chen)

指導教授 ： 林如章

國立臺灣師範大學/理學院/化學系在職進修碩士班/碩士(2002年)

摘要

在長久升學主義的影響下，許多理化教師的教學大多以講述式為主，導致低成就的學生對理化的學習感到無聊，同時較難培養出會解決日常生活問題能力的學生。為了改善此種現象，許多課程的設計大多朝向模組化的方式進行。然而目前所看到的教學模組大致可分為兩種做法，由上而下以教師本位觀點做課程設計和由下而上以學生的想法作為教學參考的依據。主題式教學模組的課程設計是要擷取這兩種方式的優點，先以生活話題引導學生說出「想要學」的內容，教師再依據其「想要學」的知識概念進行課程設計。
本研究是以「酸與鹼」的概念做主題式的教學模組課程設計，其目的是在提高學生學習理化的興趣，培養其主動學習的習慣。在實施期間以成就測驗、學習態度量表與理化教師對教案內容的評鑑表進行資料的分析與探討。得到的研究結果如下：
1.模組課程的設計理念是以Webmap的形式，由教師和學生一起決定教學的
內容。
2.本教學模組，對學生的學習成效有正向幫助，且在統整性與理解性的知
識學習比使用傳統教材為佳。
3.由學生與理化教師的回饋，可知此教學模組具有可行性。但在內容的活
潑性、流暢性與上課時間的掌控等可在加強。

關鍵字

主動學習 ； 主題式的教學模組 ； 　　網路構圖

並列摘要

Under the influence of thinking nothing but entering a higher school, most of physical science teachers concentrate their teaching activity on expository instruction that thus causes most low-achievement students lost their interest on physical science gradually. At the meantime, it is hard to edify students to resolve problems in their daily life. In order to alter this situation, many curriculums are being run under the guidance of modular teaching style. Presently, the instructional module adopted by our educational institution can be divided two type , “Top-Down” and “Bottom-Up”. The former is from teachers’points of view and the latter is based on the students’ notion. A so-called “theme-based instructional module” takes the advantages from the above two types where teachers pick up study subjects from daily life to stimulate based on what want to learn.
The purpose of this research is to enhance students’ interest in learning physical science and help them to form the habit of active learning under the theme-based instructional modules. A teaching plan of chapter “Acids and Bases”was designed and applied to a junior high school class based on this instructional modules. According to learning achievement tests, learning attitude scales and the checklists used for examining for teaching plans, we can summarize our research as follows:
1. The progresses of the instructional module which is which is
collectively constructed by teachers and students use the
kind of “Webmap” to design the curriculum.
2. The instructional module was approved effective on making
students positively learn new things and more easily to
integrate and comprehend new concept than traditional
teaching plans.
3. According to the feedback from the students and the physical
science teachers’, we can realize that this instructional
module which is applicable, But the interest fluency of the
contents and teaching time should be modified.

並列關鍵字

active learning ； theme-based instructional module ； Webmap