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題名:國小五年級社會領域實施問題本位學習的歷程與成效之研究
作者:吳耀明
作者(外文):Yao-Ming Wu
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:黃琡惠
學位類別:博士
出版日期:2008
主題關鍵詞:問題本位學習問題解決學習動機problem-based learningproblem solvinglearning motivation
原始連結:連回原系統網址new window
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本研究旨在以同儕教練視導方式,設計並實施適合國小五年級學生的問題本位學習,並評估其實施成效和困難。本研究採準實驗研究法,以屏東國小五年級四班的學童為研究對象,其中二班為實驗組,另二班為控制組,實驗組接受二次PBL循環教學,控制組則為一般教學。本研究以混合方法論蒐集資料,研究工具為研究者自編之「國小學童社會領域學習動機量表」、「國小學童社會領域學習成就量表」、及「國小學童問題解決能力測驗」,所得資料以SPSS軟體進行單共變量共變數分析,以驗證相關研究假設,並以立意取樣方式訪談四位學生,以便對研究成效加以補充與解釋;此外,也透過研究討論、教室觀察、問卷、及文件記錄來蒐集資料,進行相關分析與檢證。最後,將就上述研究發現,綜合歸納成結論,並依結論做成建議,以供學校及教師個人之參考。茲將本研究之主要研究結果摘要如下:
一、 問題本位學習之實施歷程方面:
由師生課程協同規劃,任教老師先草擬問題陳述,再由同儕團隊共同修正。並以建立學習社群、呈現問題、建構概念網、分析問題、探究問題、重估問題、成果發表、反省評鑑等八個步驟的流程來進行。
二、問題本位學習教學對提升國小學童社會領域學習動機方面:
實驗組學生在學習動機量表的內在求知慾、外在酬賞、學習價值、控制信念、自我效能、知覺勝任、自我監控及全量表上,均顯著高於控制組。
三、問題本位學習教學對提升國小學童社會領域學習成就方面:
實驗組學生在學習成就測驗上,並未顯著高於控制組。
四、問題本位學習教學對提升國小學童問題解決能力方面:
實驗組學生在問題解決能力測驗上的問題察覺、分析原因、提出想法、監控及評估結果、選擇最佳方案、預防問題及全量表上,均顯著高於控制組。
五、同儕教練團隊之運作與影響方面:
同儕教師合作歷程主要包括四個階段:評估專業需要與確定實施方向→研究
起點的建構與萌芽→同儕教練視導模式的實施→實施結構與模式的持續化。
藉由同儕教練視導的實施,讓同儕教師提升了其在PBL課程教學方面的意識與課程設計能力、及實踐PBL教學的能力。
六、問題本位學習實施問題與因應策略方面:
其面臨的問題包括實施PBL教學前、中、後等三部分。教學前方面,包括相關教學理念的釐清、問題擬定與陳述、分組等問題,其主要解決方法是加強理論與實際對話、與家長取得共識、擴大學生參與程度、重新分組的預告等。PBL教學中方面,包括師生不熟悉新教學法、學生欠缺合作技巧、學生欠缺能力、時間與進度的壓力、學習資源的不足、老師教學技巧的挑戰、與學校行政的壓力等,其主要解決方法是提供親身檢視機會、採用獎勵制度、個別學習輔導、用不同關鍵「詞」來查、多給予練習的機會、互相支援學習、找出漸次引導的原則與技巧等。PBL教學後方面,包括較難掌握問題的時效性、學習成果的再思、及多元評量觀需再建構,其主要解決方法是再針對特定概念作較深入的探究與學習、加強與家長的溝通、淡化主觀的評量等。
關鍵字:問題本位學習、問題解決、學習動機
This study aims to implement problem-based learning (PBL) strategy with peer-coaching method on elementary school fifth-grade students and evaluate the effect and difficulties. Quasi-experiment is conducted in this study. Subjects are four fifth-grade classes in one elementary school in Pintung county in which two classes is as experimental group and the other two as control group. The experimental group receives PBL cycle teaching and learning while the control group traditional teaching method. Multiple ways are applied to collect materials including the researcher-made “Learning Motivation Sheet of Social Field”, “Learning Achievement Sheet of Social Field”, and “Problem-Solving Ability Assessment.” The obtained data are analyzed by SPSS one- way ANCOVA to examine the research hypotheses. For students are interviewed for purposive sampling to supplement explanation for study effect. In addition, data are also collected by discussion, classroom observation, questionnaire, and document record to analyze and test. At last, the researcher synthesizes the research findings to have conclusion and suggestions for school and teachers references. The main results of this study are as follows:
I. The aspect of the implementation of PBL:
The teacher and students collaborate to design the curriculum. The teacher brings up the questions and statements and then the peer groups follow to revise. The process is followed by eight steps: construct learning groups, present questions, construct concept web, analyze the questions, investigate the questions, re-evaluate the questions, display the achievements, and reflection and evaluation.
II. The aspect of PBL to promote students’ learning motivation in Social Field.
The students in the experimental group have significantly higher scores than those in the control group in the items of learning motivation sheet including thirst for knowledge, external reward, learning valuation, control conviction, self-efficiency, consciousness competence, self-control, and and the whole scale.
III. The aspect of PBL to promote students’ learning achievement in Social Field.
The students in the experimental group do not perform significantly better than those in the control group in the learning achievement evaluation.
IV. The aspect of PBL to promote students’ problem-solving activities:
The students in the experimental group perform significantly better than those in the control group in problem-solving ability sheet including problem consciousness, factor analysis, opinion lodgment, control and evaluate the results, best project selection, problem prevention and the whole sheet.
V. The aspect of peer-coaching exercise and influence:
There are mainly four stages for peer coaches to teach cooperatively: evaluate professional needs and decide implementation plan--- investigate where to construct and follow up—the implementation of peer-coaching method--- continuance of implementation construction and model. With the exercise of peer-coaching method, the peer teachers promote their consciousness, curriculum design abilities, and practice capability in PBL teaching.
VI. The aspect of PBL problems and solutions:
The problems of PBL are divided into pre-PBL, mid-PBL, and post-PBL. During pre-PBL instruction, there are problems about clarifying the instructive ideas, make and state the questions, and grouping. The main solution is to emphasize the theory, converse practically, have common sense with parents, increase students’ participation, and preannounce re-grouping method. During mid-PBL instruction, there are problems including the teachers and students’ unfamiliarity about the new teaching method, students’ lack of cooperative techniques, students’ lack of ability, the pressure of time and teaching schedule, lack of learning resources, the challenge of teacher’s teaching skills, and the pressure of school administration, etc. The main solution is to provide more opportunity to personally survey, adopt reward system, individual guided learning, provide more practice with finding out by different “key words”, support to learn from each other, and figure out step-by-step principles and skills of guidance. During the post-PBL instruction, there are problems including time control, review about the learning effects, and re-construct the multiple evaluation methods. The main solution is to probe and learn deeper into some particular concepts, reinforce the communication with the parents, and decrease subjective assessments.
Keywords: problem-based learning, problem solving, learning motivation
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