本研究提出一運用團隊創意之傳遞式鷹架教學法(以下稱傳遞式鷹架教學法),以單晶片專題製作教學為例,首先探討創意發展及鷹架教學等相關文獻,作為研究的理論基礎,進而發展傳遞式鷹架教學策略與模式,並實施實驗教學。研究方法分為量與質的研究,量的部份是在教學完成之後施以學生自評學習成長檢核表,瞭解學生學習成長情形;質的部份是在教學過程中,觀察、記錄學生的學習行為,以作為研究分析的依據。最後,根據研究結果發展運用團隊創意之傳遞式鷹架教學模式。 本教學模式包含三大部份:(1)鷹架教學策略:本教學著重於學習責任的轉移,所採取的教學策略為兩階段教學與教學對話,在第一階段時,學習責任在教師身上,由教師主導教學,協助學生學習;第二階段時,學習責任由教師轉移至學生,學生必須利用第一階段所發展出來的核心技術獨自完成一作品,這個過程,學生必須自己找資料、詢問他人和自己製作專題作品。(2)傳遞式教學過程:教學過程以傳遞式為主,教學者為教學媒介,負責將上一班級所發展的成果傳遞到下一班,以一個星期為傳遞週期,在一個傳遞週期中,每一個班級會傳遞到一次。(3)創意發展教學活動:分成心智能力、思維活動、合作創作、發想活動及研發活動等,以多元的方式,刺激學生學習。 關鍵字:鷹架教學、創意發展教學、單晶片專題製作教學、傳遞式鷹架 教學
The study proposed a transmissive scaffolding teaching using group creativity for singlechip projects teaching. The author first reviewed the creative development singlechip projects teaching and scaffolding teaching theories, and developed the teaching strategies and model. The research method included two parts.Qantity research was one way,and Quality research was another. The teaching model included three parts:(1)Scaffolding teaching strategy: Two-stage teaching was used as the strategy. At the first stage,the teacher had the learning responsibility. At the second stage,learning responsibility changed and belonged to students.(2)Transmissive process:The teacher was a media to transmit the results last class developed to next class.(3)Creative development activities: Intelligence ability、thinking、cooperative learning、idea generation and project were included. Keyword:scafolding teaching、creative development teaching、singlechip projects teaching、transmissive scafolding teaching。