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  • 學位論文

以行動研究瞭解國中引導式實驗之實施成效

To Examine Guided Experiments in Junior High Schools with Action Research

指導教授 : 黃 芳 裕
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摘要


鑒於九年一貫新課程的基本理念:「跨世紀新課程應該培養具備人本情懷、統整能力、民主素養、鄉土與國際意識,能進行終身學習之健全國民。」,以及課程綱要強調「培養學生基本能力的傾向將取代過去課程標準所偏重的學科知識傾向」,目前普遍應用的「食譜式實驗」及「教師為主的教學法」,如何培養學生「可以帶著走的基本能力」,值得科學教師反省。研究者以「主張相對理性、接納歧異矛盾、呈現有機典範」的後現代思考,深刻體認建構主義所主張探究取向教學模式的重要性,認為「知識由師生共同詮釋與建構」的觀點應該成為新世紀科學教師的基本教學理念,因而自2000年開始依知識建構論,進行相關教學設計。配合國中理化設計生活化的融入式教材-「認識酸與鹼」,經過試教、反省,覺察研究設計的缺失。重新釐清研究目的,再與專業研究社群研討,於2002年設計「由教師提供探索鷹架,讓學生進行主動探究」的引導式實驗,從簡單的生活實例開始觀察,分享學生的觀察記錄以擴大感官,分組選定變因予以探討,發表成果以引導學生對話,激盪腦力以凝聚共識…等,期望激發學生的探索興趣、增進實驗設計能力。透過行動研究將三年來的教學設計、研究歷程、反省與回饋進行詳實紀錄與呈現,期望提升自我教學成效,也供作關心教學改革者之參考。

並列摘要


This research is based on two concepts: the principle of the Nine-Year Integrated Curriculum, “To foster humanistic sentiments, integrating abilities, democratic attainments and native and international awareness, new education for the 21st century also aims to prepare our citizens for life-long learning.” and the emphasis of the curriculum design, “to train students to have the basic competences rather than merely academic knowledge.” The prevailing “recipe experiments” and “teacher-centered teaching”, as a result, should be re-examined, and science teachers should realize the importance of providing students with a “practical learning kit” for science study. With the post-modernist thinking, “to question the subject existence, to uphold the idea of relativity, to accept diversity and contradiction”, the researcher acknowledges the significance of the innovation-oriented teaching model from constructionism and believes that the idea of “knowledge be interpreted and constructed by both students and teachers” should be the essential teaching conception as a science teacher in the future. Therefore, starting from the year 2000, the design for a new teaching module has been developed. According to Science for Junior High School Students, the researcher has designed the experiment module, “an Introduction to Acid and Alkali”, with an approach closer to daily life. The project went through practice and evaluation, in order to resolve the flaws of the design and refine the purpose of research. Followed by support and debate with a professional research group, in 2002 it is transformed into a design for guided experiments, with which teachers offers the scaffold, but students are led to learn actively and independently. Starting with observing a simple example from daily life, sharing the experiences from all the students to improve the senses for observation, dividing into groups to experiment under chosen conditions, presenting the results and brainstorming to join up common knowledge, etc., the purpose behind it is to encourage students’ learning interest and to improve experiment design abilities. The researcher presents here the complete record of the design for teaching, research progression, reassessments and feedback during the past three years, hoping to advance in teaching and offer a reference for those who concern themselves in educational development.

參考文獻


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中華民國課程與教學學會主編(2001)。《行動研究與課程教學革新》。台北:揚智。ISBN:957-818-285-6。
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