專題導向教學應用於技術型高中專題製作課程提升學生學習態度及學習成果之行動研究 = An action research of applying project-based learning to enhance Vocational High School Students' learning attitude and learning outcomes in a special project classroom

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專題導向教學應用於技術型高中專題製作課程提升學生學習態度及學習成果之行動研究 = An action research of applying project-based learning to enhance Vocational High School Students' learning attitude and learning outcomes in a special project classroom
著者: 蔡宜庭
國立臺南大學教育學系課程與教學碩博士班.
主題: 專題製作專題導向教學學習態度學習成果; Special Project Project-based Learning Learning Attitude Learning Outcome
描述: 本研究旨在解決研究者在實施專題製作課程教學時，面臨學生不積極參與之問題，為改善目前的教學現況，研究者採用以學生為中心的專題導向模式融入教學。本研究透過行動研究法，以臺南市某技術型高中三年級學生為對象進行專題導向教學，透過教學省思札記、訪談資料、學生專題學習週記、學生反省回饋心得等質性及量化資料，探究其教學對於技術型高中生專題製作課程學習態度之變化及學生之學習成果。依據研究結果，有以下結論：一、專題導向教學策略應用於專題製作課程有助於提升學生的學習態度，學生從排斥學習到產生專題製作興趣與動機；從缺乏自信到建立學習信心並增進成就感；遇到困難時，能從消極等待答案轉為主動積極尋求解決；喜歡專題導向教學上課方式勝於講述式教學；學生從習慣單打獨鬥的學習模式到了解與同儕互動、團結合作的重要。二、專題導向教學策略應用於專題製作課程有助於提升學生的學習成果，包含專題製作知識的能力、獨立批判思考的能力、溝通協調的能力、問題解決的能力、資料蒐集與統整分析的能力、電腦文書處理的能力、英文寫作的能力、英文口說的能力。三、實施專題導向教學策略應用於專題製作課程後促進教師專業成長及提供教學省思。最後，本研究依據研究結果進行討論並提出建議，以作為實施專題導向教學與未來研究之參考。.
The purpose of this study was to solve the problem of students' passive learning in a special project classroom. The researcher adopted project-based learning (PBL), a student-centered teaching for students of one vocational high school in Tainan to improve current difficult situation. An action research approach was employed. Both qualitative and quantitative measurements, including teacher's reflective journal, interviews, students' learning journal as well as students' course feedback and reflection were performed for data collection and analysis. The findings of the study were as follows: 1. Applying PBL to the special project course could improve students' learning attitude. Students rejecting learning at first generated interest and motivation for special project. Students gradually built confidence in learning and gained a sense of achievement. When faced with difficulties, students were able to find out solutions in a proactive instead of passive way. Students preferred PBL to didactic teaching. Students who used to learn individually realized the importance of cooperation. 2. Applying PBL to the special project course could increase students’ learning outcomes, including the ability to do a special project, to think critically, to communicate with others, to solve problems, to collect and analyze data, and to use document processing software. In terms of English learning, students enhanced English writing and speaking skills. 3. Applying PBL to the special project course could enhance teacher's professional development and provide teaching reflection. Based on the results, suggestions for application of PBL and for further study are provided.
出版者: 碩士論文--國立臺南大學教育學系課程與教學碩博士班.107學年度
建立日期: 民108[2019]
格式: iv,vi,129面 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

專題導向教學應用於技術型高中專題製作課程提升學生學習態度及學習成果之行動研究 = An action research of applying project-based learning to enhance Vocational High School Students' learning attitude and learning outcomes in a special project classroom

蔡宜庭國立臺南大學教育學系課程與教學碩博士班. 民108[2019]

正在檢索遠程資料庫，請稍等

專題導向教學應用於技術型高中專題製作課程提升學生學習態度及學習成果之行動研究 = An action research of applying project-based learning to enhance Vocational High School Students' learning attitude and learning outcomes in a special project classroom

蔡宜庭 國立臺南大學 教育學系課程與教學碩博士班. 民108[2019]

正在檢索遠程資料庫，請稍等

蔡宜庭國立臺南大學教育學系課程與教學碩博士班. 民108[2019]