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題 名 | 從不同教師的教學看學生晝夜概念之學習=Investigation of Students' Learning of Day and Night Concepts Through Different Teachers' Instructions |
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作 者 | 謝秀月; 姜滿; | 書刊名 | 臺南師院學報 |
卷 期 | 32 1999.06[民88.06] |
頁 次 | 頁413-431 |
分類號 | 522.63 |
關鍵詞 | 概念教學; 晝夜概念; 科學教育; 國民小學; Concept learning; Day and night; Science education; Elementary education; |
語 文 | 中文(Chinese) |
中文摘要 | 「晝夜」是每個人都有的經驗,可是晝夜形成原因學童有自己的一套說法,教師 要怎樣進行此概念的教學,方能使概念改變比較有效,乃本研究的目的。 本研究針對四位教師進行教學觀察錄影或錄音,以瞭解教師的教學。並在教學後與學童晤談 ,來探討學童對晝夜概念的認知情形(每班 10 位,共 40 位)。 由探討學生的學習結果、並分析不同教師教學的方式,來討論不同教師的教學對學生晝夜概 念學習的影響。 我們得到了幾點結論:1. 學生的晝夜形成概念有四類思考模型與解釋方式 。 2. 對於學生有很豐富生活經驗的概念,教學重點從挑戰學生原來具有的另有想法進入教 學,比直接介紹並探討正確概念的教學,更切合學生的需求。 3. 教學中探討、討論的問題 ,教師都要善用技巧將這些問題變成是學生有認知衝突的問題,將可提高學生間的自發自動 學習。 |
英文摘要 | Everyone has experienced day and night, and children have their own ideas about the causes of day and night. The purpose of this study is to understand, through classroom observation and interviews, how students construct their concepts through different teachers' instructions. In this study, four teachers' science classes were observed and videotaped. Ten students from each teacher's class (total of forty students) were interviewed after instruction. Researchers investigated how instruction affected students' concept learning through analyzing both teachers' teaching strategies and students' concepts. The results showed that (1) there are four different models students hold to explain the causes of day and night; (2) because students already have many years of experience about day and night, teaching this concept by challenging students' alternative conceptions shows better results in students learning than by simply teaching the facts; and (3) teachers who address questions that stimulate students' cognitive conflicts achieve a higher degree of self-motivated learning among their students. |
本系統中英文摘要資訊取自各篇刊載內容。