促進學生形成問題與探討問題之行動研究

The Action Research on How to Promote Students in Forming Questions and Investigation Questions

洪振方(Jeng-Fung Hung) ； 陳宜珮(Yi-Pei Chen)

《科學與教育學報》 4期 (2000/06) Pp. 253-276

https://doi.org/10.6449/JSE.200006.0253

摘要

本研究主要透過行動研究的教學歷程，促使學生能針對學習內容主動思考進而形成問題，再針對所形成的問題進行探究。其中，研究者希望學生再藉由課堂發表活動進行，增進其表達、澄清，進一步說明、解釋的能力，及探討學生、家長及研究者在此歷程之心得感受與建議。
研究者從研究問題發現、研究班級的選取，試驗發展教學到形成較精煉的教學模式的過程中，參與著整個教學活動的進行，並從上述教學歷程中，進行教室教學錄影，也收集行動研究過程中教師進行教學與學生學習的相資料（如教師研究日誌、學習材料單、學生之課後探討筆記內容、及學生進行發表後之心得記錄）及學生的感受問卷，以做為資料分析、形成結論與教學模式之佐證來源。
本研究結果如下：
一、透過本行動研究的教學歷程，可有效的儫進學生形成相關或更深入的問題，並再針對所形成的問題進行探究，探究之後，再形成更深入問題。
二、學生透過自然科課後探討筆記的實作及教師指導，可以藉由其探討筆記的實作歷程，針對收集的文件資料內容及實驗探究的歷程，形酬深入的問題及啓發性的想法。
三、透過學生自然發表活動的進行，可提升學生表達、澄、說明解釋的能力，同時透過學生自然發表活動進行，也促使其針對同學發表的內容深入思考，再形成更深入的問題並提問進行討論，同時也促進了學生整理摘要資料、及製作海報的能力，同時透過小組發表的方式，不但可以有效的節省時間，同時亦讓學生學會了如何分工合作，也使學生有機會將所學的電腦技粤運在學科學習上。
四、從學生的感受問卷及長的建議內容可知，學生和家長對研究者的教學大都表示認同，並認為對學生在思考能力及其他方面能力的培養有很好的提升，但同時表示作業的份量及花時間太多，希教師能減少作業份量，兼顧學生其他學科的學習。
五、研究者希望能透過本身的教學儫進學生思考、形成問題的能力，同也讓研究者本身能對自己的教學不斷的進行反思、檢討、批判，故在此行動研究歷程中，不僅學生學會了思考與提問，教師同樣的也針對自己的教學進行反思與修正教學。
最後，研究者提出經過本行動研究教學歷程之後，對科學教學與學習的省思及具體建議。

並列摘要

The purpose of the research, through the action of a teaching and learning session, was to promote students’ active thinking, forming questions, and investigating questions. Moreover, the researcher hoped that students could learn to express and clarify themselves and elevate their ability to illustrate and explain. The researcher also explored reflections and suggestions from students, parents, and the researcher about the experiment.
The researcher participating in generating the research questions, sampling the focus group, designing the instruction activity. The researcher also videotaped the instruction session, collected instructional and learning data, such as instructional journal, instructional material, students’ exploratory notes after class and their feedback after presentation, and students’ evaluation questionai. Researcher analyzed the data to conclude and rationalized the instructional model.
The results were as follows:
1.The instructional model helped students more effectively form relevant or extensive questions, investigate them, and form even more in-depth questions.
2.The experience of students’ collecting and ecploring data from their notes and experiment after science class and teacher’s helped students formed more extensive questions and inspiration.
3.Students spontaneously expressing themselves enhanced their active expression, clarification, and explanation. Besides, their autonomous activities helped them think about their classmates ‘opinions, formed even in-depth questions, and have discussion. It also helped them organize information, produce poster. Through team work the activities saved time and students learned how to distribute responsibilities. They also had opportunities to use their computer skills they acquired to other subject areas.
4.From students’ evaluation questionnaire and their parents’ suggestions, they mostly recognized researcher’s instructional design. They thought students’ thinking and other abilities cultivated were elevated. However, they thought they spent a lot of amount of time on homework. They hoped the teacher could reduce the amount of work so they had energy to learn other subjects.
5.Research hoped the instruction helped students to think, have the ability to generate questions. At the same time, the researcher could reflect from the instructional experiences. Thus, not only students learned how to think and question, teacher also reflected and improve the teaching instruction.
Finally researcher proposed thouguts and concrete suggestions for scientific teaching and learning.