國小社會學習領域建構式教學之研究

Research On Constructivist Approach Teaching in Social Studies in Elementary School

黃景裕(Huang Ching-Yu)

指導教授 ： 沈六

國立臺灣師範大學/教育學院/公民教育與活動領導學系/博士(2003年)

摘要

本研究旨在透過社會學習領域建構式教學方案的設計及實際的教學，以探究建構式教學之實施成效，做為課程教學改革的參考。
本研究採不等組前後測實驗設計，樣本取自台東市心心國小（代名）五年級兩個班級的學生，實驗組接受建構式教學，控制組則否，以康乃爾批判思考測驗（ｘ級），及自編之社會學習領域學業成就測驗為評量工具，考驗學生教學前後的改變情形。另外，透過教室觀察及訪談所得資料，探討教室內運作課程的實際情形。
本研究之結論如下：
一、在教學方案設計方面：根據建構教學之理論基礎分析，把握教學的重點：
(1)學生是學習的主體。(2)提供學生較具體且真實的生活經驗。(3)讓學生經歷認知失調的過程。(4)新建構之概念有運用的機會。(5)提供學習反思。
二、在教學實驗結果方面：建建構式教學有助於提升批判思考能力及學生的學業成就表現，並且獲致學生正向的評價。
三、在教室運作課程方面:實驗組除了顯示出較具開放及支持性的學習氣氛外，在實際的教學運作上也反映出建構式教學的精神。
四、在課後省思方面:實驗組教師透過省思日誌及與研究者的討論，進行教學反思，正向肯定建構式教學的價值，不但使其更加細膩了解並欣賞學生的思考，其教學能力也獲得再提升。
根據研究結論，本研究分別就教學方案設計、教學應用及未來研究提出建議，以供教師實施建構式教學及他人進一步研究之參考。
關鍵字：社會學習領域、建構式教學、批判思考

關鍵字

社會學習領域 ； 建構式教學 ； 批判思考

並列摘要

The study explored into the design and implementation of the constructivist approach teaching in social studies subjects to understand the implementation results of constructivist approach teaching for future teaching reform reference.
The study employed a nonequivalent-group pretest-posttest design. A random sampling was conducted on the Grade 5 students of the Hsin Hsin Public Elementary School (Alias) in Taitung City. Constructivist approach teaching was used on the experiment group and regular teaching was used on the control group. Pre-test and post-test conditions of students were measured using the Cornell Critical Thinking Test-level X and our self-developed social studies academic achievement test. Classroom audit observation and interviews were conducted to understand actual classroom teaching conditions.
The study arrived to the following conclusions:
1. Teaching design: An analysis of the constructivist approach teaching theoretical foundation learned the following teaching essentials:
(1) Students were the learning principal. (2) The method provided students with more specific and realistic life experiences. (3) It allowed students to experience the cognitive dissonance process. (4) There were opportunities for which new constructivist concepts may be employed. (5) The method provided learning introspection.
2. Empirical results of the teaching: Constructivist approach teaching could bolster critical thinking ability and the student’s academic achievement performance, as well as the positive evaluation of students.
3. Classroom teaching approach: The experiment group not only manifested a more open and supportive learning atmosphere, but also reflected the spirit of constructivist approach teaching in the actual classroom teaching exercise.
4. After-class introspection: The experiment group teacher reviewed the teaching method through the introspection diaries and discussions with researchers. The teacher positively affirmed the value of constructivist approach teaching, since it not only allowed him/her to have a better understanding and appreciation of the students’ thinking, but also improved his/her teaching ability.
The conclusions made some recommendations in the matter of teaching method design, teaching method application, and future research direction. The recommendation serves as reference for teachers intending to implement constructivist approach teaching and for parties interested in conducting further studies.
Keywords: social studies, constructivist approach teaching,
critical thinking

並列關鍵字

social studies ； constructivist approach teaching ； critical thinking