以大六技能教學法為鷹架運用於專題式學習之行動研究

Big6 skills teaching as a scaffolding used in the Action Research of Project-Based Learning

黃月君(Yech-Chun Huang)

指導教授 ： 王雅玄

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2012年)

摘要

本研究以大六技能教學法為鷹架運用於專題式學習為研究主軸，來瞭解學生運用Big6 技能作為學習輔助鷹架，進行專題式學習的過程。研究者以人人國中國中一年級56 位學生為研究對象，依據情境分析與問卷調查結果發展專題式學習之行動課程方案，並藉由課程實施，評估課程實施成效。
　　研究目的為：本研究旨在探討國中一年級學生透過實施以大六技能教學法為鷹架運用於專題式學習之行動研究，想藉此提升中學生的合作學習、資訊素養、批判思考、學習如何學習及解決問題等帶著走的基本能力，同時增進研究者的教學專業成長與批判思考，主要研究問題如下：
1. 分析國中一年級生實施電腦課程所面臨的問題與省思？
2. 如何研擬規劃大六技能運用於專題式學習之系統化教學行動方案與省思?
3. 如何實施大六技能運用於專題式學習教學行動方案與省思？
4. 評鑑大六技能運用於專題式學習行動方案的成效與省思？
本研究結論如下：
一、電腦課程所面臨的問題：發現面臨問題有：(一)電腦課程運用於學生課業上之實用性低；(二)教師及學生對電腦課程之重視性不高；(三)學生對於電腦課程的學習態度不佳，經過問卷與SWOTA情境分析後，顯示在研究情境實施專題式學習有其必要性。
二、系統化的教學設計模式規劃方案，為教師教學專業成長重要能力之一，運用系統化的教學設計可以：(一)讓教師有具體規劃設計的步驟準則；(二)引導教師做周密且規劃完善教學設計；(三)促進教師有效教學；(四)增進教師的課程設計能力。
三、經由專題式學習的實施，可讓師生獲得各種學習機會的經驗與能力，在學生方面可以獲得以合作學習及個人獨立研究所習得的各種基本帶著走能力；在教師方面可以精進教師多元化的教學技巧能力、多元評量的能力、班級經營能力及解決課務的能力等。
四、透過課程行動方案的評鑑，瞭解學生學習成效與教師教學成效，在學生學習成效顯著有：合作學習、資訊素養、問題解決能力以及批判思考能力等；教師教學成效是透過自我及同儕二方面客觀評鑑來加以肯定與建議。
最後，根據本研究結論分別對學校、教師、學生、教育機關及未來後續研究提出建議。

關鍵詞：專題式學習、Big6技能教學法、資訊素養、行動研究

關鍵字

專題式學習 ； 行動研究 ； 大六技能教學法 ； 資訊素養 ； 系統化教學

並列摘要

Abstract

The main spindel of the study is use the Big Six Skill teaching as a scaffolding used in Project-Based Learning to understand the students using the Big6 Skill as learning aid scaffolding 56 first grader of Zen Zen junior high school are the researching object. The Project-Based Learning curriculum program is developed according to the scenario analysis and the survey results. By carrying out the curriculum, we can evaluate the effects of the curriculum.
Objects : The study is to explore the implementation of the Big6 Skill teaching as a scaffolding used in the Action Research of Project-Based on the first graders of junior high school. We would like to enhance the ability of the Cooperative Learning, information literary, critical thinking among high school students and make students learn how to learn and the ability of solving problems. These are the portable basic ability and it can also improve the researchers’ professional growth and critical thinking, the main questions studied are as follows:
1.Analyse what the problems faced by the first-grade students of junior high school and what the reflection are?
2.How to plan the Big6 Skill used in Project-Based Learning teaching program of action and what the reflection are?
3.How to implement the Big6 Skill used in Project-Based Learning teaching programs of action and what the reflection are?
4.Evaluate the effects of the Big6 Skills used in the Project-Based Learning programs of action and what the reflection are?

Conclusions:
1.Conclusions of the study are as follow :(1)The appliance of computer courses is seldom used by students. (2)Teachers and students put no emphasis on computer courses. (3)The students’ attitude toward computer courses is not good. After doing the questionnaire and SWOTA scenario analysis, the implementation of the Project-Based Learning are necessary.
2.Instructional System Design is one of the ablities of teachers’ professional teaching improvemnet. By using the systemic teaching, it can:(1)provide teachers with concret planning guidelines. (2)instruct teachers to practice complete teaching program. (3)improve teachers’ effective teaching.(4)improve teachers’ curriculum design ability.
3.By means of the implementations of project-based learning, the teachers and students can get different experiences and abilities of various learning chances. As for the students, they can get many portable basic abilities by using cooperative learing and individual studying. As for the teachers, it can improve teachers multiple teaching skills, multiple evaluate abilities, classroom mangement and the ability of solving classroom affairs and so on.
4.Through the evaluation of curriculum action project, we can know more about the students learning effect and teachers’ teaching effect. About the students’ obvious learning effect, cooperative learning, information literary, the ability of problem solving and critical thinking are includeed. Teachers’ teaching effect is approved throgh objectively self-evalution, and peer-evalution.
Finally, according to the conclusion of the study, we offer some suggestions to the school, the teachers, the students, education institutions and who want to use Project-Based Learning and the future studies.

Keywords: Project-Based Learning、Big6 Skill、Information literacy
、Action research

並列關鍵字

Instructional System Design ； Information Literacy ； Project-Based Learning ； Big6 Skill ； action research

參考文獻

林佳旺、林菁（2005）。國小六年級網路素養課程系統化教學設計之行動研究。教學科技與媒體，71，47-60。

李建億、黃瑋苹(2004)。網路專題學習活動中多元智慧對學習成果影響之研究。師大學報：科學教育類，49(1)，65-80。

林菁、李依玲、蕭純如（2008）。數位典藏網站連結調查與學生適用性評估。科技博物季刊，12(2)，71-90。

張世忠(2001)。九年一貫課程與教學。台北市：五南。

林邵珍(2003)。運用ARCS 動機設計模式之生活科技教學。生活科技教育月刊，36卷，第四期。