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題名:野外探究教學模式之研究
作者:蘇明俊
作者(外文):Ming-jun Issac Su
校院名稱:國立高雄師範大學
系所名稱:科學教育研究所
指導教授:江新合
洪振方
學位類別:博士
出版日期:2004
主題關鍵詞:野外探究教學模式邏輯思考Field-Based Inquiryteaching modellogical thinking
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野外探究教學模式之研究
摘要
研究者基於多年來野外探究教學實施的經驗,參考教學理論,結合「野外教學」及「探究教學」作為教學策略,開發「野外探究教學模式」。該教學模式以建構主義的理念為依歸,依循邏輯思考發展「野外探究(FBI)」的教學模式,分為三大階段:教學準備階段、教學實施階段、應用與評量階段。又依教學實施上的差異,細分為:「歸納式」、「演繹式」、「逆推式」三種野外探究教學的子模式。本研究在如此的發展過程中,實施野外探究教學獲得實徵資料,據以作質性與量化的分析,目的在精煉各子模式,讓中小學的科學教師容易依循。
研究方法採用改良式分析歸納法,並以質性資料分析為主,量化資料為輔,兼採行動研究的四個動態循環,不斷地計劃、行動、反思、修正,經過十四年的精煉,完成野外探究模式。在應用上教師可針對野外環境的特性來決定欲採用的子模式,作為建構學生學習鷹架的參考,再依教學實施的情況,交互運用其他兩種子模式。研究對象計有國中學生、高一學生、國中資優資源班科學教師、專家教師、研究群等共六批,人數約800人。
各種研究對象對野外探究教學的成效,表達相當肯定的結果:科學教師願意採用本教學模式、教學階段符合創造性思考教學的原則、學生學習成效良好、是強調邏輯思考的教學。建議我國中小學科學教師能夠廣泛採用野外探究教學模式,作為改進教學方法的起點,提昇科學教學的品質,以促進教育改革的成效。但本模式的推廣仍受到相當的限制,亟待進一步努力。
關鍵詞:野外探究,教學模式、邏輯思考。
A Study on Field-Based Inquiry Model for Teaching
Abstract
On the basis of teaching experience with field-based inquiry since 1990, consulting teaching theories, and combining “field trip” with “inquiry techniques” as a teaching strategy, the researcher develops the model of “Field-Based Inquiry, FBI”. This model is guided by the theory of constructivism, and follows the process of logical thinking. There are three phases, namely, preparation, practice, and application/assessment. The model is divided into three basic sub-models, inductive, deductive, and abductive, according to the differences of practice in teaching. This study is to acquire and analyze qualitative and quantitative data during the period of developing process, in order to refine the teaching models for the science teachers in junior high schools.
The researcher uses a “modified analytic induction approach” and continues to implement the cyclic process of action research, namely planning, action, observation and reflection, to complete these models. Teachers can choose one basic sub-model in one field site to construct the teaching scaffold, and then uses the other two sub-models in turns according to the existent teaching situation.
The objects of this study include junior high school students (7-9G), 10 grade students, science teachers who teach gifted students, teachers who teach science with FBI, and the researching group. The approximate number is 800.
The results are as follows: science teachers are willing to use FBI for his classes, the stages of FBI conform to the principles of creative thinking teaching, students’ learning outcome are good, the FBI proves to be a teaching models emphasizing logical thinking. The researcher therefore suggest that science teachers should teach their classes with FBI models, to improve their teaching methods, advance the science education, and promote the effects of educational reform. But the FBI teaching models still have some restrictions for popularization, further study is needed.
Key words:Field-Based Inquiry(FBI),teaching model、logical thinking。
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