生命教育創意化教學融入自然領域對學生自主學習能力、生命態度及學業成就之研究：以 桃園市國小三年級為例

The study of student life attitude self-regulated learning and learning achievement by integrating the creative teaching of life education in the science field.

林麗香(LEE-HSIANG LIN)

指導教授 ： 王保進

中原大學/人文與教育學院/教育研究所/碩士(2021年)

https://doi.org/10.6840/cycu202100666

摘要

摘要
生命教育是教育改革重要一環，為了能擺脫傳統「填鴨式」的教學桎梏，研究者在自然領域課程之教學上注入創意化教學，希望幫助學童體驗生命的意義和價值。本研究為準實驗研究，旨在比較傳統式教學與生命教育創意化融入自然領域教學，對國小學童在自主學習能力、生命態度與學業成就之影響。研究場域為桃園市某國小三年級學生共56人，分成實驗組28人，進行15堂「生命教育創意教學融入自然領域課程」；對照組28人，進行傳統式自然教學。為提升本研究的信效度，研究中的量化工具為參考文獻改編的「自主學習能力量表」及「生命態度量表」，質性資料為收集學生活動之學習單、任務單與回饋單；研究目的乃在評估接受傳式統教學與生命教育創意化融入自然領域教學之學生在自主學習能力、生命態度與學業成就之成效。
研究結果茲說明如下：
一、 中年級學童經過「生命教育創意教學融入自然領域課程」後，在「國小學童在自
主學習能力量表」之前後測得分經ANOVA分析結果，其自主學習總量及分量均有顯著提升。
二、 中年級學童經過「生命教育創意教學融入自然領域課程」後，在「國小學童生命
態度量表」之前後測得分經ANOVA分析結果，其生命態度總量及分量均有顯著提升。
三、 中年級學童經過「生命教育創意教學融入自然領域課程」後，學業成就之前後測
得分經ANOVA分析結果，其學業成就有顯著提升。
四、透過課程方案實施使教師更加了解學生行為並增進自我專業成長。

關鍵詞：生命態度、自主學習、學業成就

關鍵字

生命態度 ； 自主學習 ； 學業成就

並列摘要

ABSTRACT

Life education is an important part of education reform. Hoping to help students experience the meaning of live as well as getting rid of the traditional CRAMMING teaching, researchers injected creative teaching methods into Science teaching. This research is a quasi‑experimental research that aims to compare the influence of self-learning ability, life attitude and academic achievement between elementary school students under traditional Science teaching and others under creative-integrated Science teaching. The research field includes 56 third-grade students of an elementary school in Taoyuan City. Equally divided them into experimental group and control group. The experimental group attend 15 lessons of "Life-education-creative-teaching –integrated Natural field course", while the control group attend the traditional Science courses.
To elevate the reliability and the validity, quantitative tools used in the research are "Children Autonomous Learning Ability Scale" and " Children Life Attitude Scale" both of which are adapted from reference materials. Qualitative information are worksheets and task feedback sheets collected after activities. The final purpose of the research is to evaluate the implementation effectiveness of self-learning ability, life attitude and academic achievement between students under traditional Science teaching and creative-integrated Science teaching.
The results and explanations are as follows:

1. After the middle grade students gone through the "Life-education-creative-teaching –integrated Natural field course", pre- and post-test scores of the "Inventory of Self-directed Learning Ability for Primary and Secondary School Children" were analyzed by ANOVA as a result. The total quantity and component of independent learning have improved significantly.

2. After the middle grade students gone through the "Life-education-creative-teaching –integrated Natural field course", pre- and post-test scores of the "National and Primary School Children’s Life Attitude Scale" were analyzed by ANOVA. The total quantity and component of their self-directed learning have increased significantly.

3. After the middle grade students gone through the "Life-education-creative-teaching –integrated Natural field course", pre- and post-test scores of academic achievement were analyzed by ANOVA, and the total quantity and component of autonomous learning significantly improve.

4. Through the implementation of the curriculum plan, teachers can better understand student behavior and enhance self-professional growth.

Keywords: Life Attitude, Autonomous Learning , Academic Achievement

並列關鍵字

Life Attitude ； Autonomous Learning ； Academic Achievement

參考文獻

參考文獻

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