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題名:問題導向學習之教學策略研究:以專科微電腦應用系統設計專題製作為例
作者:許書務
作者(外文):Sheu, Shu-Wu
校院名稱:國立臺灣師範大學
系所名稱:工業教育研究所
指導教授:洪榮昭
學位類別:博士
出版日期:1999
主題關鍵詞:問題導向學習教學策略專題製作思考問題的方法新知識擷取Problem-Based LearningTeaching StrategiesProject Workthinking skill in problem solvingnew knowledge acquiring
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(8) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:8
  • 共同引用共同引用:0
  • 點閱點閱:2
本研究有鑑於科技快速發展,創新挑戰守成,因此,產品欲具有競爭力,從業人員須具有創意性的解決問題能力,而囿於知識與資訊的暴增,不斷地學習將為其終身的工作。故現今的學校教育,應以設計問題的方式,引導學生在碰到問題時,如何與人合作自我學習,誘發潛能,共享資訊,一起解決問題,實為當前教學策略的重要方向。
問題導向學習,係以學生組成團隊方式,個別思考問題並尋找新知識,最後依團隊決定,共同討論出解決問題的方法。本研究經文獻探討、專家訪談,研擬出本教學策略,教學中依題目擬定、功能設定、器材準備、軟硬體設計、製造裝配、調整維修及報告撰寫等七個不同製作歷程,適時引導解決問題的思考方法與新知識擷取方法,並觀賞有關錄影帶、製作成品及參觀展覽。研究方法採詮釋性質的研究,並輔以自評量表,企圖探討學生經由此種教學策略,其學習成長能力、思考問題的方法及新知識擷取的方法為何。研究對象為五組共十八人之專科應屆畢業生,進行一年專題製作課程。研究結果發現;
一、學習成長較多的依序為:製作過程體力、人際互動力、專業知識力等十一各類項。
二、解決問題的思考方法,常用的依序為:類比法、演繹法、歸納法。
三、解決問題的思考技法,常用的依序為:腦力激盪法、魚骨圖法。
四、新知識擷取方法,常用的依序為:參考文獻、自己思考、與人討論。
本研究可供學校與企業界教育訓練參考,另建議學術界進行其適合國內教材設計、媒體發展、評估指標等研究,以達其真正效益。
Due to the fast development of technology and the conservation was challenged by the innovation, the employees must have creativity to produce competitive goods. They also have to continue learning for their whole life to adapt the fast growth of knowledge and message. As a result, the important direction of current teaching strategy in nowadays school education is to design problems. It guides students to cooperate with others when they come across troubles problems, explore their possibility, share the information, and solve the problems with others.
Students should be divided into groups to have problem-based learning. Each individual in the group should think problems, learn new knowledge, and discuss with others for the ways to solve the problem. This research planned teaching strategies by reviewing literature, interviewing with experts and planning panel study. There are seven different processes of project production for leading students strategy thinking: subject matter choosing, function designing, instrument preparing, hardware and software designing, project making, troubleshooting, and report writing. Also by observing related videotapes, completed products, exhibitions, and self-evaluation checklist to explore students learning ability and thinking strategy. The target research members are eighteen in five groups junior college students studying project production course for one year. The results were found as following:
1. The order of domain growth: the physical shaping in project production, personal skill, professional knowledge, and other eleven categories.
2. The frequently used order of thinking skill in problem solving: analogy, deduction, and induction.
3. The frequently used order of thinking strategy in problem solving: brainstorming, fishbone diagram.
4. The frequently used order in new knowledge acquiring: literature reviewing, thinking alone, and discussing.
This research can provide a reference for schools and enterprise. In order to get a real efficiency, it was suggested that academic should proceed more studies in teaching material design, medium development, and assessment criteria, etc.
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