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  • 期刊

歸納視野外探究教學模式

An Inductive Teaching Model of Field-Based Inquiry

摘要


本研究已建構主義的教育理念做引導,以歸納法的邏輯思考為教學策略設計野外教學,在教學活動中蒐集相關教學資料,藉以發展歸納式的野外探究教學模式,希望提供中小學科學教師有脈絡可循的科學教學模式,促進我國「九年一貫」課程教育改革政策的成效。研究對象來自台灣地區自由報名的國中一、二年級學生81人,及高雄市A國中的國二學生41人,共進行三次教學,以效化教學模式;另辦理高雄市國中資優資源班之教師研習,共27人參加,以檢核本教學否能夠達成九年一貫教育改革中分段能力指標的過程技能及探究標準。研究方法以質性分析為主要,資料來源有:全程教學的錄影帶四捲(轉錄成現場紀錄) 、學生填寫的學習單80份、研究者的觀察、晤談、反思紀錄各四份、學生撰寫的心得報告80份、科學競試試題二份及答案捲80份、研究者將資料作主軸譯碼及進行頻率分析,以「分析性歸納」及「三角校正」的過程效化資料,形成主張,做成結論。研究結果發現「地層下陷」景觀適合依循「歸納式野外探究」的教學模式進行教學;「歸納式野外探究教學」分為五大階段,堤供中小學教師有脈絡可循之教學模式;高雄市國中資優資源班的科學教師群認為本教學模式能達到九年一貫教育改革中過程技能的分項能力指標,且符合探究規準。建議中小學科學教師在進行戶外教學時,可以採用「歸納式野外探究教學模式」,作為符合建構主義理念教學法之選擇。

並列摘要


The main purpose of this stydy was ding a practical teaching on “Inductive Field-based Inquiry, InFB I”at a village where land subsidence in Pintong county to present a teaching model for science programs, anticipate that would be a selected model for science teacher who teaching in 7-8 grades with the faith of Constructivism. 131 populations came from spread all over Taiwan by unrestrained. So to limited in resources that picked 42 objects (26 males and 16 females) in random only. And comtinued to teaching three times other objects, to valid this study and check the teaching model, the Inductive Teaching Model of Field-based Inquiry(InFBI);Processed a program for 27 science teachers who teaching in 7-8 grades, to checked this Teaching Model, InFBI, by Process skills and Inquiry rubrics. The qualitative data analysis was adopted. Data are include: Four tapes for overall traching in field; 80 records of students at field which was land subsidence; Observe and Interivw records by researcher; Learning reports by objects; and l questionnaire each group. Conclusions as below:(1) Inquiry in field would be a good teaching in science by 7-8 grade students for outdoor activities;(2)Address a teaching model called “Inductive Field-based Inquiry, In FBI”for science teachers who teach in 7-8 grade to follow. I suggest that science teachers using InFBI model change his teaching.

參考文獻


蘇明俊、江新合(2002)。野外科學探究教學模式之初探性研究-以小尖石山的地質探究為例。教育科學期刊。2(2),62-96。
Anderson, D.,Lucas, K.B.,Ginns, I. S.,Dierking, L.D.(2000).Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities.Science Education.84,658-679.
Bloom, Benjamin S.(1956).Taxonomy of educational objectives: Book 1, Cognitive domain.New York:Longman.
Bloom, Benjamin S.(1956).Taxonomy of educational objectives: Book 1, Cognitive domain.New York:Longman.
Bogner, F.X.(1998).The influence of short-term outdoor ecology education on long-term variables of environmental perspective.Journal of Environmental Education.29(4),17-29.

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田書誠(2007)。情境感知系統輔助國小自然科戶外教學〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2910200810564147
張惟亮(2020)。臺灣國民中小學戶外教育素養指標建構之研究〔博士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-0209202114070161

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