在主動探究的教學模式中,國中學生資訊素養之表現

王耀誼

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

本研究旨在探討主動探究的教學模式中國中學生資訊素養方面的表現與參與情況。期藉此研究發現，瞭解對目前我國國中學生實施主動探究的教學活動的可行性，並提供各個國民中學教育工作者在實施主動探究的教學活動或資訊素養的相關教學活動時之參考。
本研究係先由理論及文獻之探討，剖析「主動探究的教學模式」與「國中學生的資訊素養」之內涵；其次以研究者目前任教國中的三個國二班級學生（共計101人）為研究對象，並以自行設計之主動探究教學活動和國中學生資訊素養之表現調查問卷為工具，實施實驗教學與問卷調查。
研究結果發現：
一、 在主動探究的教學模式中，大部分學生會主動搜尋所需要的資料。
二、 在主動探究的教學活動中，學生參與各種資訊素養方面的工作的情形，整體而言相當不錯。
三、 對大部分的國中學生而言，已有足夠的資訊素養能力，以應付主動探究教學活動的需求，並且透過實作練習，還可以讓資訊素養能力有效提昇。
四、 大部分的學生對於主動探究的教學活動在提昇資訊素養能力方面的評價相當高。
最後，根據研究心得，針對「主動探究的教學活動」提出一些建議。

關鍵字

主動探究 ； 資訊素養

並列摘要

The goal of the study is to explore the relationship between teaching model for self-initiated exploration and the performance as well as the participation of the students in the work of information literacy. Through the findings of this study, the researcher hopes to find out if the implementation of teaching activities for self-initiated exploration on the current crop of middle school students is feasible or not. Moreover, the study provides reference points to various middle school educators who are implementing teaching activities for self-initiated exploration or related teaching activities for information literacy.
Through a review of related theories and literature, the study first analyzes the connotations of “teaching model for self-initiated exploration” and “information literacy of middle-school students.” Secondly, with the three classes of students (approximately 101 students) belonging to the second level of the middle school the researcher is currently teaching in as respondents, the study makes use of a self-designed questionnaire on “teaching model for self-initiated exploration” and “information literacy abilities of middle-school students” to conduct a survey and experimental teaching sessions.
Results of the Study:
I. In the teaching model for self-initiated exploration, majority of the students will look for the materials they need on their own initiative.
II. In the teaching activities for self-initiated exploration, the way the students participate in various information-gathering work is positive.
III. Most of the middle-school students feel that they have adequate information literacy capabilities to cope with the needs of teaching activities designed for self-initiated exploration. Through actual practice, they are also able to improve their information literacy abilities.
IV. Majority of the students gave high marks to the teaching activities for self-initiated exploration as a means of improving their information literacy abilities.
Lastly, based on the conclusions of the study, recommendations are made regarding the teaching activities for self-initiated exploration.

並列關鍵字

self-initated exploration ； information literacy

參考文獻

1. American Library association（1989）. American library association presidential committee on information literacy, final report. Chicago：ALA.

2. Behrens, S. J.（1994）. A conceptual analysis and historical overview of information literacy.

3. Breivik, P. & Gee. G.（1989）. Information literacy: revolution in the library. NY: Macmillan Press.

4. Clark, I. L.（1995）. Information literacy and writing center. Computer and Composition, 12（2）,203-209.

6. Curran, C. C.（1990）. Information literacy and the public librarian. Public Libraries, 29, 349-353.