專題學習在國小自然科實施之行動研究

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專題學習在國小自然科實施之行動研究
著者: 何善明; Ho, Shang-ming
謝秀月; Hsiu-Yueh Hsieh; 自然科學教育學系碩士班
主題: 行動研究; 專題學習; action research; project-based-learning
描述: 摘要本研究是因應九年一貫課程的需要，以行動研究的方式，探討研究者在帶領學生進行專題學習歷程時的教師專業成長。目的是希望1.了解專題學習在國小自然科實施的可行方式。2. 發展專題學習在國小自然科課程的教學模式。3.呈現一個國小老師在帶領專題學習時，所遭遇的困難、挫折和解決問題策略等。4. 增進研究者自己的教師專業成長。研究期間自2001年6月初至2002年11月中止，分成第一循環觀摩期，第二循環帶領專題學習，第三循環專題學習融入學校自然科課程的實施。資料的蒐集包括教室觀察、錄音、錄影、教師的研究日誌、學生的學習日誌和學習單。根據資料分析結果，本研究的主要發現如下：一、專題學習在國小自然科實施的可行方式，為學校社團的形式，如專題學習社或專題學習營。二、教師帶領專題學習的流程分成四部份，教師心理的調適，準備階段、實施階段，評量工作。三、遭遇的問題主要為行政單位無法完全支援專題學習的需求、教師帶領初期對專題學習的專業不足、學生和家長不適應專題學習的模式。四、研究者自己的教師專業成長主要為設計課程能力提升、教學策略更活用、教學熱忱增加。
ABSTRACT This study is for the need of the 9-year Joint Curricula Plan. By using action research the teacher’s professional development of the researcher is discussed in his conducting project-based-learning in nature science curriculum at elementary school. The purposes of the study are concerned with the following points. 1. To understand how P-B-L can be carried out in nature science curriculum at elementary school. 2. To develop the teaching mode of P-B-L curriculum in nature science at elementary school. 3. To interpret a teacher’s experience in leading the P-B-L lessons. 4. To increase the teacher’s professional development of the researcher himself. The study starts from the early part of June , 2001 to the middle of November , 2002. There are three cycles in this study. The first cycle is observing and copying P-B-L lessons. The second cycle is carrying out P-B-L lessons in an extracurricular activity. The third circle is incorporating P-B-L in the nature science curriculum at elementary school. Data collection involves classroom observation, tape recording, video recording, field log, student learning dairy and workships and so on. According to the analysis of the data, this study has got the following findings:1. The incorporation of P-B-L in nature science curriculum at elementary school can be carried out among students as a group or a team.2. There are 4 stages to carry out P-B-L lessons, which are teacher’s mind regulation, planning phase, acting phase and evaluating phase.3. There were some problems occuring in this study. The researcher could not get adequate support from the school administration. In the beginning stage, the teacher might encounter his insufficient knowledge of P-B-L. Students and parents could not adapt to the mode of P-B-L lessons.4. As a teacher, the researcher also gains his teacher’s professional development, such as the ability of designing courses and using various teaching strategies, and the increase of enthusiam for teaching.
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建立日期: 2003
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5050
資源來源: NUTN IR

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專題學習在國小自然科實施之行動研究

何善明; Ho, Shang-ming 謝秀月; Hsiu-Yueh Hsieh; 自然科學教育學系碩士班 2003

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