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題名 | 不同教學策略影響中小學學生學習顯微鏡相關課程之探究=The Study of the Difference of Teaching Strategies to Affect Elementary and Middle School Students in Learning Microscope Related Curriculum |
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作者 | 盧秀琴; | 書刊名 | 國立臺北師範學院學報. 數理科技教育類 |
卷期 | 17:1 2004.03[民93.03] |
頁次 | 頁147-172 |
分類號 | 523.4336 |
關鍵詞 | 生物課室觀察; 詮釋性分析; 教學信念; 教學策略; Biology classroom observation; Interpretative analysis; Teaching belief; Teaching strategy; |
語文 | 中文(Chinese) |
中文摘要 | 本研究進行中小學個案班級的生物課室觀察,以探究不同的教學策略如何影響學生學習顯微鏡相關課程。本研究採用「質的研究」,收集教學活動紀錄、教師教學日誌、學生學習單、訪談、觀察者日誌和TIWM、DODT測試結果等資料做交叉比對與詮釋性分析。研究結果顯示:國小個案教師雖執教國小自然科多年,但其教師信念認為只要依照教科書教學,讓學生感覺有興趣學習即可,不在乎學生的學習成效;故造成學生一直在嘗試錯誤,學習效果不佳。國中個案教師的生物教學年限較短,科學素養可以,但教學經驗和對學生的了解不夠,雖然能整理教材,並配合教具、媒體進行教學,但列舉過多的例子和講述,造成學生死背而不能理解的困擾。高中個案教師的教學經驗豐富,除了能整理有系統的教材,應用電腦媒體教學外,更能利用提問引導和小組討論,讓學生進行探究、思考,以獲得科學的本質。 由於顯微鏡相關課程的科學名詞很多,發現國中個案教師多以講述法闡釋細胞與細胞生理現象的概念,學生無法理解,而產生以直覺、臆測和生活經驗回答問題的另有概念。本研究將蒐集有意義學習的教學策略,設計細胞與細胞生理現象的教學模組以改進教學,期待能幫助學生學習。 |
英文摘要 | The study was attempted to investigate the difference of teaching strategies to affect elementary and middle school students in learning microscope related curriculum by using biology classroom observation. The qualitative research method was used to collect and to analyze the research data, including the records of teaching activities, teaching diaries, students’ notes, interviews, observers’ diaries and TIWM, DODT test results, etc. The result indicated that the elementary school case teacher relied on the textbook for his teaching and emphasized the fun of learning, caring little about the learning effect. Therefore his students kept trying errors, and learned very little. The junior high school case teacher has enough scientism discipline but less teaching experience. Though she could reorganize the teaching material and coordinate teaching aid and media to carry on the teaching, she enumerated too many examples, so her students recited lectures without understanding. The senior high school case teacher has enough teaching experience and could reorganize the teaching material aid computer media to carry on the teaching. The students obtained the science essence because the teacher guided them to discuss and inquire for the science issue. Because microscope related curriculum had many scientific terms, the junior high school case teacher explained the cell and the cell physiological phenomenon concepts by words. It caused the student to answer the question with intuition, speculation, and the experience of life. The study is intended to develop teaching module of the cell and the cell physiological phenomenon by collecting significant teaching strategies to improve teacher’s teaching and students’ learning. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。