「生活化的學習模式」特徵之探討

黃秀裕

指導教授 ： 陳文典

國立臺灣師範大學/理學院/物理學系在職進修碩士班/碩士(2002年)

摘要

學習的模式不同，將影響學習的內容及成效。本研究以學生生活上的議題為研討的主題，藉由學生自主及自動的處理問題方式，進行學習活動。並利用陽明山的區域特性及自然學習資源，讓學生從事植物栽培的實作活動。以了解在「生活化的學習模式」下，我國國中學生的學習方式之特徵及生活化學習模式之可行性，並提供各個國民中學自然科教育工作者，在實施生活化教學或利用各種教學資源進行相關教學活動時之參考。
研究結果發現：
一、以「生活化的學習模式」，運用「植物栽培」為主題的學習活
動，對學生的科學態度有明顯的改進。
二、以學生為主的「生活化的學習模式」，可提升學生的學習興趣。
三、利用「生活化的學習模式」來進行教學，就整體而言，對於學生
的解決問題策略之能力有明顯的提升。
四、「生活化的學習模式」對於學生在藉由觀摩學習而尋求精進方
面，並無明顯的進步。

關鍵字

生活化學習模式

並列摘要

Abstract
Different learning modes will affect the learning contents and results. This paper with the living issues of the students as the topic explores into learning activities through the voluntary and self-motivated approaches taken by students in dealing with their problems. Furthermore, students are permitted to engage in field activities of plantation by taking the advantages of the regional features of Yangmingshan (Grass Mountain) and other natural learning resources to determine the feasibilities of the daily-life learning model and the characteristics of the way of learning by students from junior high school in Taiwan. Hopefully, findings of the study may serve reference for those teaching natural sciences in junior high schools in their teaching of practical life or in the use of various teaching resources.
Findings of the study include:
1.A significant improvement is observed in the learning
attitude of students toward natural sciences with the
daily-life learning model by having plantation as the
topic of learning activities.
2.The student-centered daily-life learning model does
promote the learning commitments by the students.
3.In general, a significant improvement is observed in
the problem solving strategy competence of the students
when the daily-life learning model is used in the
teaching.
4.However, the daily-life learning mode fails to see
significant progress made in the students for the
motivation of seeking advanced study by learning through
demonstration.

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