國中生活科技課程問題解決教學策略之實驗研究∼以製造科技課程為例

The Experimental Research on Problem Solving Teaching Strategy of Life-Technology Courses in Junior High Schools~ Using Manufacturing Technology Course as Example

王景祥(Ching-Hsiang Wang)

指導教授 ： 方崇雄

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(1999年)

摘要

本研究的主要目的在探討國中生活科技課程實施工藝傳統教學策略與問題解決教學策略，兩者之間在認知學習成效與問題解決態度的改變上是否有差異，以作為國中實施生活科技課程時，因應不同的教學目標選擇適當教學策略及設計適當教學活動的參考。透過國內、外相關文獻資料有關教學活動設計與教學策略的理論分析，選擇製造科技單元，分別設計符合國中工藝傳統教學策略與生活科技問題解決教學策略之教學活動，進行教學策略之比較實驗研究。最後綜合研究結論提出建議，以作為實際實施生活科技課程的第一線教師參考。
本研究主要結論如下：
壹、在認知學習成效方面：
實施問題解決教學策略的班級所獲得的成績普遍優於實施由教師主導學習過程的工藝傳統教學策略的班級 ，但男生與女生間的性別差異則不顯著。
貳、在問題解決態度的改變方面：
不論是男生或女生，實施問題解決教學策略的班級與實施由教師主導學習過程的工藝傳統教學策略的班級 ，或同一教學策略之下的男生與女生，在問題解決態度的改變上，並無明顯差異。
整體而言，就培養學生科技素養與問題解決能力方面，生活科技問題解決教學策略確實能引導學生熟悉問題解決的流程與步驟，提高其對周遭科技事物的注意與觀察，但問題解決能力的提昇與自信，則有賴長期性的、常態性的施行問題解決策略為中心的教學活動。

關鍵字

生活科技 ； 問題解決 ； 教學策略 ； 教學實驗 ； 製造科技 ； 工藝 ； 教學活動設計 ； 教學預試

並列摘要

The main objective of the research is to explore if any difference exists in recognition learning effect and problem solving attitude change between industrial art traditional teaching strategy and problem solving teaching strategy of life-technology courses in junior high school, to serve as reference of selecting proper teaching strategies and designing proper teaching activities of implementation of life-technology courses in junior high school, in response to different teaching goals. Through theoretical analysis of domestic and overseas related journals on teaching activity design and teaching strategy, manufacturing technology units are selected, to separately design teaching activities conforming to junior high school industrial art traditional teaching strategy and life-technology problem solving teaching strategy, and engage in comparative experimental research of teaching strategies. At last, with general review on the research conclusions, recommendations are provided, to serve as the reference for the first-line teachers of implementing life-technology course in practice.
The main conclusions of the Research shall be as follows:
I.In the aspect of recognition of learning effect:
The academic performance record of the classes implementing problem solving teaching strategy are generally better than the classes implementing industrial art traditional teaching strategy with teachers in guiding the learning process, but the gender difference between boy students and girl students is not obvious.
II.In the aspect of problem solving attitude change:
No matter of boy students or girl students, concerning the classes implementing problem solving teaching strategy and the classes implementing industrial art traditional teaching strategy, or boy students and girl students under practice of the same teaching strategy, in terms of the changes of problem solving attitude, there is no obvious difference.
On a whole, concerning the aspect of cultivating students with technology knowledge and problem solving capacity, the life-technology problem solving teaching strategy indeed can lead the students to be familiar with problem solving flow and procedure, upgrade their attention and observation about peripheral technology objects, but in terms of problem solving ability upgrading and self confidence, it shall rely on long-term and normal practice of the problem-solving strategy oriented teaching activities.

參考文獻

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