Google Classroom融入5E模式對學生的興趣影響之行動研究─以七年級自然與生活科技為例

An Action Research of Integrating Google Classroom with 5E Model on the Effects of Students’ Interest ─ A Case of 7th Grade"Science and Life Technology" Curriculum

吳曉青(Hsiao-Ching Wu)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600404

摘要

本研究旨在探討七年級自然與生活科技領域，教師實施Google Classroom融入5E模式，提升學生科學學習興趣之影響，以及所遇到的困難之解決策略與研究者的教學成長。採用行動研究進行，對象為國中七年級學生30人，教學範圍為「感應」、「恆定」、「生殖」、「遺傳」等課程單元，共計26節課實施。研究方法採用究量化研究與質性研究。量化研究上，以改編之科學興趣量表作為施測工具，所得之資料運用SPSS 20.0版，再以相依樣本 t 檢定進行統計推論。質性研究上，以教師反思日誌、課室觀察影像資料、教案教材、學習單、學生晤談紀錄表，進行三角驗證，分析歸納後形成研究主張。本研究結論發現如下：
一、 以Google Classroom融入5E模式的課程進行教學，在情境興趣分量表中，提升「低興趣組」同學之「促發情境興趣」。
二、 不同興趣分組學生在實施Google Classroom融入5E教學模式後，『參與』階段提升「促發情境興趣階段」感受，以「低興趣組」為高。『探索』、『解釋』與『精緻化』階段提升「維持情境興趣階段」感受，以「中興趣組」、「高興趣組」為高。全體學生具有較高的『增能程度』感受。研究發現『教學策略運用過於繁瑣』、『學習單過於繁瑣』、『時間不足』、『網路3C使用困擾』為降低興趣之主要影響因素。
三、 實施「Google Classroom融入5E教學模式」的策略如：學校需推廣apps網域並提供適合的教學環境及教學資源。教師長期經營Google Classroom、5E模式及班級，其經驗影響課程的設計與實施。提早培養學生資訊能力與同儕小組共學。
四、 經過反思成長後教師在資訊、課程設計、教學及班級經營上有所助益。
研究建議教師以Google Classroom融入5E模式課程教學，提升學生學習興趣，培養學生在自我調節策略能力與教師專業素養。建議資訊領域與其他領域課程合作，期盼能夠實踐學生使用雲端網路自主學習的願景。

關鍵字

5E ； 情境興趣 ； Google Classroom

並列摘要

The study aims to investigate the integration of the interactive Google Classroom into 5E model science teaching process, this study investigated the relationship of junior high students' situational interest to demonstrate the difficulties encountered and possible solutions, and teacher professional development. this research adopted action research method to implement in a regular class of 30 7th graders. The content of teaching was the 26 courses.the Biology curriculum comprises an "Nervous system"," Homeostasis", "Reproductive" and " Genetics" unit. the questionnaires were administered to 30 students and semi-structured interviews of selected students were conducted. The qualitative analysis was adopted in treating the data collected from teacher reflection journals, students’ interviews, learning sheets and video-taping in classes. The collected data was analyzed through triangulation and categorized into diverse research issues. The results showed that after implementing Google Classroom into 5E model, the low-level interest students group of triggered situational interest increased. The result is as follows:
First: the results showed that after implementing Google Classroom into 5E model, the low-level interest students group of triggered situational interest increased.
Second: the different groups of students interested in the implementation of Google Classroom into 5E teaching model science teaching process, "Engagement" phase of ascension "triggered situational interest stage," the "low-levle interest groups" feeling more than other groups. "Exploration", "Explanation" and "Elaboration" phase of ascension "maintained situational interest stage" the "low-levle interest groups" feeling less than other groups. All students have a more "Value of Interest" feel. The findings suggested that the students perceived the following teaching Puzzle to have less their situational interests: "teaching strategies," "learning sheets", "lack of time", "use the web 3C troubled".
Third, the implementation of "Google Classroom into the 5E model" strategy, such as: schools need to promote apps domain and provide a suitable learning environment and teaching resources. Teachers continued investment in the design and implementation of Google classroom into 5E Model, and classroom management. Early Students information competency and cooperative learning.
Fourth, this action research to reflect growing on helpful information, curriculum design, teaching and classroom management.
Research suggests that teachers into the 5E model to Google Classroom Teaching enhance students 'interest in learning, students in the self-regulating ability of policy and teachers' professional quality. Recommend areas of information in cooperation with other curriculum areas, we expect students to practice self-learning network cloud vision.

並列關鍵字

5E ； Situationalinterest ； Google Classroom

參考文獻

毛國楠（1985）。職業成熟與職業興趣的相關研究。教育心理學報，18，229-237。

方志華、丁一顧（2013），日本授業研究的發展與佐藤學學習共同體的批判轉化。課程與教學季刊，16（4），89-120。

吳木崑（2009）。杜威經驗哲學對課程與教學之啟示。台北市立教育大學學報，40（1），35-54。

吳鐵雄、陳淑美、張景媛（1993）。中學興趣量表編制報告。教育心理學報，26，107-124。

林建隆、徐順益（2007）。國中自然與生活科技教師發展 5E 探究式光學單元教學模組之研究。物理教育學刊，8（1），1-16。