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題 名 | 國小社會科概念構圖教學策略之建構研究=The Construction of Concept-Mapping Strategies in Elementary Social Studies |
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作 者 | 洪麗卿; | 書刊名 | 新竹師院學報 |
卷 期 | 17 民92.12 |
頁 次 | 頁135-163 |
分類號 | 523.35 |
關鍵詞 | 社會科教學; 概念構圖; 教學策略; 認知成就; Social studies instruction; Concept mapping; Cognitive achievement; Instructional strategies; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在建構一套概念構圖教學策略作為未來國小社會科教學之新取向。具體言之,研究目的有二:一、探討概念構圖教學策略在社會科課堂教學之實際應用方法。二、瞭解概念構圖教學對學生社會科認知成就的影響。本研究以六種圖示類型為基礎,發展一套社會科概念構圖教學在國小進行教學實驗,並輔以參與觀察、文件分析及晤談方法蒐集資料。本研究獲致結論如下:一、概念構圖教學共可分為四個轉換歷程,在穩定時期教師可活用九種概念構圖進行模式,搭配六種圖示變化應用,並可與主題討論、歷史講述、資料蒐集、價值澄清、社會行動等教學活動之結合,豐富社會科概念構圖教學運作過程。二、概念構圖教學對學生社會科認知成就有顯著影響,且概念構圖歷程有助於實驗組學生對概念理解之深化和多元化。 |
英文摘要 | This study aimed at constructing a model of concept-mapping strategies (CMS) to provide a new approach to elementary social studies instruction. There were two main purposes of this study: First, analyzing how CMS was implemented in the social studies class. Second, exploring the effects of the CMS on students' achievements in the cognitive domain. The CMS which was designed in accordance with characteristics of social studies curriculum and graphic organizer and used in the experimental group provided a visual framework for understanding and organizing elements upon the acquisiton of social studies concepts, while the general instruction method adopted in the control group. The 66 subjects participating in the 13-week experiment were fifth graders in two classes. These two classes were compared the differences of students' cognitive achievements by three cognitive protests and posttests. Furthermore, in order to explore the process and products of the CMS, participant observation, data analysis, and interview methods were applied to this study. The three major findings are summarized as follows: First, the CMS has nine types of concept mapping models in combination with six types of concept maps, and can go with topic discussion, history description, information collection, value clarification, and action practice to use. Second, the experimental group scores significantly higher than the control group on cognitive achievement. Third, GMS facilitated students to diversify and deepen their understanding of concepts. |
本系統中英文摘要資訊取自各篇刊載內容。