頁籤選單縮合
題名 | 探究式教學的歷史回顧與創造性探究模式之初探=The Historical Review of Inquiry Teaching and Preliminary Exploration of Creative Inquiry Model |
---|---|
作者 | 洪振方; Hung, Jeng-fung; |
期刊 | 高雄師大學報 |
出版日期 | 20031200 |
卷期 | 15:3 2003.12[民92.12] |
頁次 | 頁641-662 |
分類號 | 521.422 |
語文 | chi |
關鍵詞 | 創造性探究; 探究教學; 科學教學; Creative inquiry; Inquiry teaching; Science teaching; |
中文摘要 | 本文的主要目的在整合美國國家研究委員會出版之《探究與國家科學教育標準》(2000)中的科學探究教學模式以及Treffinger、Isaksen和Dorval(1994)所建立的創造性問題解決模式,提出「創造性探究模式」,以回應教育部所公佈之「國民中小學九年一貫課程綱要」和「創造力教育白皮書」二個啟動教育改革工程的重要文件,以及全國第一次科學教育會議對「科學教育目標、現況與前瞻」的檢討。首先,本文將對探究式教學作歷史的回顧;其次討論當時之探究式教學的成效與面臨的困境;接著說明探究式教學再次興起的理由;以及現今之探究式教學的內涵與特性;再轉到探討創造性問題解決模式及其成效,最後,嘗試作整合以提出創造性探究模式。 |
英文摘要 | The main purpose of this study was to integrate the "scientific inquiry teaching model" presented in the "Inquiry and the National Science Education Standards" published by National Research Council in 2000, with the "Creative Problem Solving-CPS," which was suggested by Treffinger, Isaksen and Dorval in 1994, to propose a "Creative Inquiry Model, CIM" in response to the two important educational reform activating documents raised by the Ministry of Education: (1)Nine-year integrated curriculum outlines of primary and secondary schools, (2)White Paper on Creative Education, and the reflections of "The objectives, current situations and foresight of science education" proposed in the national first science education meeting in Taiwan. First, this study conducted a historical review of "inquiry teaching." Secondly, the effects of and difficulties faced by those "inquiry teaching" were discussed. Thirdly, the reasons why "inquiry teaching" is flourishing again as well as the implications and characteristics of present inquiry teaching were al explained. Furthermore, Creative problem solving model and its effectiveness were investigated. Finally, an integration of these two models was experimentally conducted to propose a "Creative Inquiry Model, CIM." |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。