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題名 | 推理融入自然與生活科技學習領域教學之行動研究=An Action Research on Integrating Reasoning into the Instruction of Science and Technology Curriculum |
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作者姓名(中文) | 林福貹; 劉曼麗; | 書刊名 | 科學教育研究與發展季刊 |
卷期 | 48 2007.10[民96.10] |
頁次 | 頁1-32 |
分類號 | 523.36 |
關鍵詞 | 歸納推理; 演繹推理; 類比推理; 行動研究; Inductive reasoning; Deductive reasoning; Analogical reasoning; Action research; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在運用推理策略於自然與生活科技學習領域教學中。教學對象是某國小五年級學生兩班共61人。本研究藉由歸納推理、演繹推理、類比推理、與Simon(1996)的推理操作理論,分析教學單元可進行推理的教材,嘗試將推理觀念與做法融入教學。從教與學的互動來發現學生推理的證據,並運用情境設計推理的評量命題,測試學生的學習成就。 研究結果顯示:一、推理可融入自然與生活科技學習領域教學中。二、推理教學可提高學生學習的效能。三、推理教學使評量命題更趨多元化。四、推理教學讓教學者與學生有更多的互動。五、推理教學可促使學生主動學習。 研究具體建議:一、教學者在推理教學之前,須分析活動單元中可進行推理教學的素材。二、推理教學的發展基礎在於師生互動式問答、小組實驗討論與發表,耗時頗多,常有趕課壓力,故宜建立少即是多的教學理念。三、推理情境設計的命題評量,多需學生文字表達推理的看法,宜掌握少數命題的精神。 |
英文摘要 | This study aimed to integrate the instruction of reasoning strategy into the science and technology curriculum. The subjects of this study consist of 61 fifth graders from two classes in elementary school. Instructional material was analyzed to determine the section appropriate for reasoning instruction. Criteria for the analysis included inductive reasoning, deductive reasoning, analogical reasoning, and Simon's Practical Reasoning. The concept and practice of reasoning were integrated into the instruction. Evidence of students' reasoning was detected by monitoring the teaching as well as the learning process. Situational questions were designed to assess students' reasoning performance. The findings of this study are: 1. Reasoning instruction can be successfully integrated into the science and technology curriculum. 2. Reasoning instruction helps promote students' learning efficiency. 3. Reasoning instruction diversifies the designs of questions on assessment tests. 4. Reasoning instruction enhances the interaction between the instructor and the students. 5. Reasoning instruction encourages students' active learning. Based on the findings stated above, this study suggests: 1. Prior to reasoning instruction, instructional material should be analyzed to determine the sections adequate for reasoning instruction. 2. Reasoning instruction is based on interactive Q&A session, group discussion and presentation, which can be time-consuming. Instructor should not try to cover more material than the time actually allows. 3. Assessment on reasoning ability requires students' writing down words, which slows students' speed in answering questions. This should be taken into consideration when determining the number of questions on the assessment. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。