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題 名 | 「問題本位學習」中資優兒童創造性問題解決能力的展現=The Performances of Gifted Children's Creative Problem-Solving in Problem-Based Learning |
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作 者 | 呂金燮; 陳偉仁; 黃楷茹; 黃珮琇; 陳靜芝; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 28 民94.03 |
頁 次 | 頁239-257 |
分類號 | 529.61 |
關鍵詞 | 資優兒童; 問題本位學習; 創造性問題解決能力; Gifted children; Problem-based learning; Creative problem-solving; |
語 文 | 中文(Chinese) |
中文摘要 | 九位資優教育相關教師以「問題本位學習」,分別在六所國小的資優班進行一年的協同行動研究。在此行動研究中,我們將創造力和問題解決能力結合為「創造性問題解決能力」的單一複雜概念,課程行動的焦點在於善用資優兒童的遊戲特質,透過問題本位學習的探究,引領出學生的自主性,將創造力化為問題解決的行動力。從學習歷程與結果的表現中,我們發現問題本位學習顛倒教學的特質,啟動了資優兒童的自主學習;角色責任的賦予,促發了資優兒童敏銳的認知與情意特質,繼而展現他們多元的創造性問題解決能力;不過,為了增加問題情境中學術思維與認知複雜度的內涵,以及參與實際問題解決的困境,團隊教師選擇以擬真情境的經營下,資優兒童並沒有解決真正的問題,問題只是被擬真的解決了。如何讓創造力化為實際的行動力,是我們後續要克服的困境。 |
英文摘要 | Base on the philosophy of problem-based learning, nine gifted educators conducted a co-operative action research on six gifted programs for one year. In this action research, we have combined creativity and problem solving into a single complex concept as creative problem-solving. The focus of the curriculum design was to utilize the gifted children's gamesmanship characteristics during the processes of problem inquiry and to transform gifted children's imagination into the action of problem solving. Based on the qualitative analyses of the results, we found that gifted children actively took the responsibility for their own learning and have become self-directed learners gradually in the context of problem-based learning. The role of the problem scenario initiated gifted children's intellectual ability and affective sensitivity into the processes of creative problem solving. However, in order to enhance the academic conceptual thinking and cognitive complexity, we adapted the real problem into a simulated context. Gifted children didn't solve the real problems, but problem in a simulated situation. How to transform students' creativity into the real problem-solving action is the next issue we have to investigate. |
本系統中英文摘要資訊取自各篇刊載內容。