Please use this identifier to cite or link to this item:
https://ah.lib.nccu.edu.tw/handle/140.119/33043| 題名: | 體驗學習在國小社會領域教學之實地研究 Merging experiential learning into social studies in elementary schools. |
作者: | 林淑敏 Lin, Shu-Min |
貢獻者: | 詹志禹 Jason C. Chan 林淑敏 Lin, Shu-Min |
關鍵詞: | 體驗學習 社會領域 學習成就 學習態度 experiential learning social studies achievement attitude |
日期: | 2005 | 上傳時間: | 17-九月-2009 | 摘要: | 本研究依據體驗學習理論，建構一套適用於國小社會領域教學的體驗學習教學模式，包含前導活動、情境互動、經驗反思、應用、歷程反思。為探討以體驗學習教學法進行社會領域教學的實施效果，以北部某國小四年級的四個班級學生為研究對象，三個班級為實驗組進行體驗學習教學，一個班級為對照組進行講述問答教學，進行五週的教學實驗。研究對象在實驗課程結束一週後接受研究者自編之社會領域學習成就測驗，及填答研究者自編之社會領域學習態度量表，在實驗課程結束後六個月再次填答社會領域學習態度量表。另外，在各單元課程結束後，實驗組教師分別填寫一份教學記錄與反思，實驗組學生分別填寫一份學習意見調查表。在質性資料部分，研究者除了觀察各班的教學之外，在實驗課程結束後，對四個班級的師生進行個別訪談。\n研究結果主要發現：1.體驗學習有助於學生社會領域學習成就，尤其是高層次認知方面。 2.體驗學習有助於學生社會領域學習態度，尤其是興趣方面。 3.體驗學習有助於學生社會領域長期學習態度，不論是興趣、價值或信心方面。 4.體驗學習最重要的成分為情境、互動、反思。 5.不同教學風格教師均適合使用體驗學習教學法。 6.參與體驗學習教學有助於教師專業成長。\n根據研究發現對教學實務提出建議如下：1.不論教師風格為何，均可使用體驗學習教學法，以利於學生高層次認知、興趣和長期學習態度。 2.體驗學習課程設計應有高情境、高互動、高反思。 3.社會領域第二學習階段強調鄉土教育，宜使用體驗學習。 4.使用體驗學習進行社會領域鄉土教學，應善用社區和家長資源。 5.與其他學習領域設計整合體驗學習課程，可解決時間不足的問題。 6.教師參與平等、互信、互助、重反思、重專業的教學行動研究團隊，有助於教師專業成長。 The main purpose of this study was to understand the effects of merging experiential learning into social studies in elementary schools. Through literature reviews, we constructed a teaching model of merging experiential learning into social studies, including directive activity, situated interaction, reflection of experience, application and reflection of process. \nThree classes accepted experiential learning were categorized as experimental groups, and one class accepted teacher’s lecture as contrast group. The courses lasted for five weeks in an elementary school in northern Taiwan. All students took social studies achievement test and social studies attitude questionnaire immediately following the courses, and filled up social studies attitude questionnaire again six months after the courses. We also observed the process of the courses, and interviewed teachers and students after the courses.\nThe main findings of this study were as follows:\n1.Experiential learning can help improve students’ achievement in social studies, especially in high level cognition.\n2.Experiential learning can enhance students’ attitude toward social studies, especially in interest aspect.\n3.Experiential learning can promote students’ long-term attitude on social studies, no matter in interest, value, or confidence aspect.\n4.The most important elements of experiential learning are situation, interaction, and reflection.\n5.Teachers with various types of teaching styles can adapt experiential learning method when teaching social studies.\n6.The experience from the participation of the study helps teachers’ professional growth.\nFinally, some suggestions were proposed based on the conclusions for further studies. |
參考文獻: | 王秀津、顧翠琴、張筱玉、黃淑娜（2003）。談體驗學習－以一個跨校性學校文化交流活動為例。載於國立台灣海洋大學教育研究所（主編），創新教學理論與實務，145-178。台北：師大書苑。 江姿滿（2001）。台灣.日本小學社會科教科書內容之比較研究。國立嘉義大學國民教育研究所碩士論文。 何俊青（2003）。建構式概念教學在民小學社會科的實驗研究。國立高雄師範大學教育學系博士論文。 余建志（1998）。國民中學校外教學推行環境教育之行動研究。國立師範大學環境教育研究所碩士論文。 吳木崑（2005）。國小二年級綜合活動實施體驗學習之行動研究。國立台北師範學院課程與教學研究所碩士論文。 吳清山（2003）。體驗學習的理念與策略。教師天地，127，14-22。 吳清山、林天祐（2004）。體驗學習。教育研究月刊，126，151。 吳璧純（2000）。社會科高層次思考教學活動中的價值衝突與化解之道。教育研究月刊，75，53-65。 宋文里（譯）（1990）。C. Rogers著。成為一個人：一個治療者對心理治療的觀點。台北：桂冠。 李佩蓓（2005）。體驗學習方案融入國中綜合活動學習領域對學生自我效能的影響。國立成功大學教育研究所碩士論文。 李茂興（譯）（1998）。G. R. Lefrancois著。教學心理學。台北：弘智文化。 林秀珍（1999）。杜威經驗概念之教育涵義。國立台灣師範大學教育學系博士論文。 林淑惠（2003）。體驗學習在國民小學教學上的應用。教師天地，127，51-53。 林義濬（2002）。真實體驗取向鄉土教學活動之個案研究。國立花蓮師範學院國民教育研究所碩士論文。 施郁芬、陳如琇（1996）。情境脈絡與學習遷移。教學科技與媒體，29，23-31。 柯啟瑤（2002）。體驗活動的意義和重要性。翰林文教雜誌，20。 秦葆琦（2003）。九年一貫新課程鄉土教育的革新與因應之道—社會領域四下個版本之鄉土單元分析。研習資訊，20(2)，77-91。 張世忠（1999）。教材教法之實踐－要領、方法、研究。台北：五南。 張春興（1996）。教育心理學。台北：東華。 張維國（2003）。一顆自然體驗教育的種子－從「自然寫作」與「自然教學」的對話中萌芽。國立新竹師範學院國民教育研究所碩士論文。 張德聰（2003）。體驗學習模式之一－神奇的探索（歷奇）教育。教師天地，127，26-33。 張輝道（2002）。生命教育體驗活動對國小學童攻擊行為和自我概念的影響之研究。國立中正大學教育研究所碩士輪文。 張輝道（2003）。生命教育體驗活動融入班級經營之具體方案。學生輔導，89，112-121。 張獻中（1999）。後設認知策略在國小五年級社會科教學上應用之研究。國立臺南師範學院國民教育研究所碩士論文。 教育部（1993）。國民小學課程標準。台北：教育部。 教育部（2000）。國民中小學九年一貫課程暫行綱要。台北：教育部。 教育部（2003）。國民中小學九年一貫課程綱要社會學習領域。台北：教育部。 教育部國民教育司（1976）。國民小學課程標準。台北：正中書局。 郭生玉（1998）。心理與教育測驗。台北：精華書局。 陳君健（2003）。一同去郊遊－「仙跡岩之旅」教學分享。教師天地，127，46-50。 陳春敏（2003）。體驗自然活動對兒童欣賞自然之影響。國立台南師範學院教師在職進修自然碩士學位班碩士論文。 陳美音（2004）。STS教育理念融入國小社會科教學之研究 。國立嘉義大學國民教育研究所碩士論文。 陳國彥、吳宗立（2002）。社會領域教材教法。高雄：麗文。 陳崇文（2003）。體驗學習的最佳代言人－談生活科技科教學設計。教師天地，127，38-40。 陳麗華（1998）。美國的社會科課程。教育研究雙月刊，2，44-52。 程健教（1991）。國小社會科教學研究。台北：五南。 黃炳煌（2002）。基本原理與課程目標。載於黃炳煌（主編），社會學習領域課程設計與教學策略，11-19。台北：師大書苑。 詹志禹（2002a）。認識與知識：建構論vs.接受觀。載於詹志禹（主編），建構論：理論基礎與教育應用，12-27。台北：正中。 詹志禹（2002b）。行萬里路≠讀萬卷書－談建構主義式的參觀。載於詹志禹（主編），建構論：理論基礎與教育應用，185-189。台北：正中。 詹志禹（2002c）。導論：九年一貫「社會學習領域」課程綱要之發展。載於黃炳煌（主編），社會學習領域課程設計與教學策略，1-10。台北：師大書苑。 詹佩琳（1995）。國民小學社會科創造性問題解決教學效果之研究。國立台南師範學院初等教育學系碩士論文。 廖炳煌（2003）。探索教育相關理論淺談－從個人學習到組織學習。教師天地，127，34-37。 甄曉蘭、曾志華（2002）。建構教學理念的興起與應用。載於詹志禹（主編），建構論：理論基礎與教育應用，116-146。台北：正中。 歐用生（2002）。快樂學習或安樂死？~體驗學習的批判教育學意涵。課程與教學季刊，5(4)，107-124。 蔡居澤（2003）。戶外教育的通用教學模式－經驗學習圈。教師天地，127，23-25。 蔡居澤（2005）。了解活動課程中的反思。翰林文教月訊，16。 蔡婉媛（2005）。社會學習領域中鄉土教學之研究~以新竹市國小四年級教師為例。國立新竹教育大學社會科教育學系碩士輪文。 謝智謀（2003）。另類學習方式－體驗學習。教師天地，127，6-13。 謝智謀、王怡婷（譯）（2003）。C. E. Knapp著。體驗教育－帶領內省指導手冊。台北：幼獅。 謝瑞榮（1999）。教師成長團體之協同行動研究。國立花蓮師範學院國民教育研究所碩士論文。 簡馨瑩（1998）。日本社會科課程內容與改革方向。教育研究雙月刊，62，18-22。 顏建賢（2005）。來自泥土的生命力感動和學習—日本小學生稻田施肥除草體驗。大自然，86，58-65。 Anderson, E. J. (1997). Active learning in the lecture hall. Journal of College Science Teaching, 26, 428-429. Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. Association for experiential education (n.d.). What is Experiential Education? Retrieved May 28, 2004, from Association for Experiential Education Web site: http://www.aee.org/ndef.html Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate students. Change, 27, 12. Benjamin, L. T. (1991). Personalization and active learning in the large introductory psychology class. Teaching of Psychology, 18, 68-74. Bonwell, C. C. & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. Washington, D. C. : George Washington University, School of Education and Human Development. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. Cantor, J. A. (1997). Experiential learning in higher education: Linking classroom and community. Washington, DC: ERIC Clearing house on higher education. Cognition and Technology Group at Vanderbilt. (1996). Anchored instruction and situated cognition revisited. In McLellan, H. (Ed.), Situated learning perspectives (pp.123-154). Englewood Cliffs, New Jersey: Educational technology Publications Inc. Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 38-39. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writhing and mathematics In L. B. Resnick (Ed.), Knowing learning, and instruction: Essays in honor of Robert Galser (pp.453-494). Hillsdale, NJ: Lawrence Erlbaum. Dabbour, K. S. (1997). Applying active learning methods to the design of library instruction for a freshman seminar. College and Research Libraries, 58, 299-308. Daniel C. (2003). Experiential Learning. School Library Media Activities Monthly, 20(2), 36-39. Davis, B. M. & McClain, W. (2003). Social studies teacher, experiential learning, standards-based curriculum and assessment. （ED 482 438） Dewey, J. (1929). Experience and nature. N.Y.: Dover Publications Inc. Dewey, J. (1933). How we think. Repr. in J. A. Boydston (Ed.). The later works of John Dewey.1925-1953 (vol.8). Southern Illinois University Press. Dewey, J. (1935). An empirical survey of empiricisms. Repr. in R. J. Bernstein (Ed.). John Dewey on experience, nature and freedom. N.Y.: The Bobbs-Merrill Company, Inc. pp.70-89. Donahue, L. M. (1999). What is an experiential learner? （ED 438 141） Driscoll, M. P. (2000). Psychology of learning for instruction (2nd ed.). Boston: Allyn & Bacon. Duley, J. (1978). Basic skills for experiential learning: What skills do students need to make the most of experiential learning opportunities. （ED 190 862） Dyment, J. E. & O’Connell, T. S. (2003). Journal writing in experiential education: Possibilities, problems, and recommendations. (ED 479 358) Eggen, P. & Kauchak, D. (2001). Educational Psychology: Windows on classrooms. NJ: Prentice Hall, Inc. Ernest, P. (1995). The one and the many. In L. P. Steffe & J. Gale (Eds.), Constructivism in Education. (pp.459-486). NJ: Hillsdale. Gall, M. D. (1987). Discussion Methods. In M. J. Dunkin (ed.), The international encyclopedia of teaching and teacher education. Oxford. Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. NY: Basic Books. Gibbons, M. & Hopkins, D. (1980). How experiential is your experience-based program? Journal of Experiential Education, 3(1), 32-37. Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford, (Eds.), Perceiving, acting, and knowing (pp. 67-82). NJ: Hillsdale. Gill, B. (2000). Creating knowledge: Knowledge productivity through experiential learning. Training Journal, 24-25. Hakeem, S. A. (2001). Effect of experiential learning in business statistics. Journal of Education for Business, 77(2), 95-98. Harley, S. (1991). A study of situated cognition for third and fourth grade students doing math word problems. Unpublished doctoral dissertation, The Ohio State University. Hootstein, E. (1995). Motivational strategies of middle school social studies teachers. Social Education, 59(1), 23-26. Hung, D. W. L. (1999). Activity, apprenticeship, and epistemological appropriation: Implications from the writings of Michael Polanyi. Educational Psychologist, 34, 193-205. Imbur, G. M. (2005). Evaluation of an experiential-based health education curriculum: Changes in fourth and fifth graders` knowledge, attitudes, and behaviors. Ph.D., University of Virginia. Irene, M. H. & Ron, M. (2003). Multidisciplinary decision making through experiential learning: Perspectives from practical trials. Innovative Higher Education, 28(1), 63-83. Jelinek, D. J. (1997). Student perceptions of the nature of science and attitudes towards science education in an experiential science program. Ph.D. University of California, Santa Barbara, Jennifer, D. B. & Dene, B. (2002). Risk and anxiety in adventure programming. The Journal of Experiential Education, 25(2), 305-310. Karen, W. (2002). Preparing the next generation: Social justice in outdoor leadership education and training. The Journal of Experiential Education, 25(1), 231-238. Karlin, M. S. & Berger, R. (1971). Experiential learning: An effective teaching program for elementary schools. NY: Parker Publishing. Katz, L. G. (1999). Another look at what young children should be learning. （ED 430 735） Kenneth, A. & Robert, F.(2004). Modular experiential learning for business-to-business marketing courses. Journal of Education for Business, 79(3), 169-175. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. NJ: Prentice Hall. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge: Cambridge University Press. Lawrence O H. (2000). The additive effects of semistructured classroom activities on student learning : An application of classroom-based experiential learning techniques. Journal of Marketing Education. 22(1), 25-34. Lewis, L. H. & Williams C. J. (1994). Experiential learning : Past and present: In Experiential learning : A new approach, edited by Lewis J. and Rosemary S. C. 5-16. San Francisco: Jossey-Bass. Lounsbury, J. (1988). Middle level social studies: Points to ponder. Social Education, 52(2), 116-118. Mary, C. W. (2000). Getting more out of less: The benefits of short-term experiential learning in undergraduate sociology courses. Teaching Sociology, 28(2), 116-126. Mary, W., Steve, S., Ricardo, S., Gina, M., Charles, F., James, K. & David, H. (2003). Agroecosystems analysis from the grass roots: A multidimensional experiential learning course. Journal of Natural Resources and Life Sciences Education, 32, 73-79. Michael, H. T., Hemant, R. & Young, C. B. (2000). Enhancing the macroeconomics course: An experiential learning approach. Journal of Economic Education, 31(1), 60-65. Michal, A., Rachel, O., Dennie, R. & Mirit, S. (1998). Experiential learning of clinical skills by beginning nursing students: “Coaching” project by fourth-year student interns. Journal of Nursing Education, 37(5), 228-231. Michelle, L. B., Scott, A. I., Katie, J. K. & Donna, T. M. (2000). Integrating marketing courses to enhance team-based experiential learning. Journal of Marketing Education, 22(1), 15-24. National Society of Experiential Education. NSEE Foundations Document Committee: 1997. Available at http://www.nsee.org. Pachano, L. (1997). The effects of a curricular plan on aging on children`s attitudes toward senior citizens. Ph.D., University of South Florida. Piaget, J. (1961). The genetic approach to the psychology of thought. Journal of Educational Psychology, 52, 275-281. Piaget, J. (1970). Genetic epistemology. NY: W. W Norton. Pusley, K. E. & Clayton, H. L. (2003). Traditional lecture or experiential learning: Changing student attitudes. Journal of Nursing Education, 42(11), 520-523. Reid, C. (2002). The effects of an adventure education program on perceptions of alienation and personal control among at-risk adolescent. The Journal of Experiential Education, 25(1), 247-254. Roland, P., Robert, M. & Steve, H. (2001). An approach to experiential learning: A model that merits consideration for the 21st century. The Agricultural Education Magazine, 73(6), 4-5. Rosemary, N. (2001). Experiential learning in drug and alcohol education. Journal of Nursing Education, 40(8), 371-374. Saunders, P. M. (1997). Experiential learning, cases and simulations in business communications. Business Communication Quarterly, 60, 97. Scarce, R. (1997). Field trips as short-term experiential education. Teaching Sociology, 25, 219-226. Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass. Sean, C. (2004). Survey: Teachers support real-world learning. Education Week, 23(33), 17. Shakarian, D. C. (1995). Beyond lecture: Active learning strategies that work. Journal of Physical Education, Recreation, and Dance, 66, 21-24. Sharlene, W. & Joel, P. (2001). Experiential learning, just do it! The Agricultural Education Magazine, 73(6), 8-9. Shaughnessy, J. M., & Haladyna, T. M. (1985). Research on student attitude toward social studies. Social Education, 49(8), 692-695. Shawn, P. D. (2001). Student-operated internet businesses: True experiential learning in entrepreneurship and retail management. Journal of Marketing Education, 23(3), 204-215. Snowman, J. (2000). Psychology applied to teaching. NY: Houghton Mifflin Company. Sprau, R. (2001). I saw it in the movies: Suggestions for incorporating film and experiential learning in the college history survey course. College Student Journal, 35, 101-112. Tony, P., John, K. & Kevin, W. (2004). Improving operations management concept recollection via the zarco experiential learning activity. Journal of Education for Business, 79(5), 283-286. Tracy, G. E. (1998). The roles of reification and reflective abstraction in the development of abstract thought: Transitions from arithmetic to algebra. Educational Studies in Mathematics, 36, 219-245. VanAuker-Ergle, K. A. (2003). Barriers to low achievers` success in the elementary classroom as perceived by teachers: A qualitative study. Ph.D. University of Florida. Vines-Curbow, T. L. (2001). Effectiveness of an experiential learning-based health education curriculum on fifth-grade children`s health behaviors. Ph.D., University of Arkansas. Walter, G. A. & Marks, S. E. (1981). Experiential learning and change: Theory design and practice. NY: John Wiley & Sons, Inc. Warren, C. H. (1996). It’s time to transform social studies teaching. The Social Studies, 87, 149-151. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. MA: Harvard University. Wiedenhoeft, M., Simmons, S., Salvador, R., McAndrews, G., Francis, C., King, J., & Hole, D. (2003). Agroecosystems analysis from the grass roots: A multidimensional experiential learning course. Journal of Natural Resources and Life Sciences Education, 32, 73-79. Wighton, D. J. (1991). Simulation debriefing: Applying Kolb`s Model of Experiential Learning to improve classroom practices. Ph.D. University of Victoria (Canada). Wilson, J. P. & Beard, C. (2003). The learning combination lock- An experiential approach to learning design. Journal of European Industrial Training, 27, 88-97. Wood, E., & Bennett, N. (1999). Progression and continuity in early childhood education: Tensions and contradictions. International Journal of Early Years Education, 7(1), 5-16. Woolfolk, H.A. (2004). Educational psychology (9th ed). Boston: Allyn & Bacon. |
描述: | 博士 國立政治大學 教育研究所 91152513 94 |
資料來源: | http://thesis.lib.nccu.edu.tw/record/#G0911525132 | 資料類型: | thesis |
| Appears in Collections: | 學位論文 |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 52513201.pdf | 41.88 kB | Adobe PDF2 | View/Open | |
| 52513202.pdf | 69.44 kB | Adobe PDF2 | View/Open | |
| 52513203.pdf | 77.33 kB | Adobe PDF2 | View/Open | |
| 52513204.pdf | 120.5 kB | Adobe PDF2 | View/Open | |
| 52513205.pdf | 325.12 kB | Adobe PDF2 | View/Open | |
| 52513206.pdf | 187.08 kB | Adobe PDF2 | View/Open | |
| 52513207.pdf | 473.35 kB | Adobe PDF2 | View/Open | |
| 52513208.pdf | 176.45 kB | Adobe PDF2 | View/Open | |
| 52513209.pdf | 111.54 kB | Adobe PDF2 | View/Open | |
| 52513210.pdf | 571 kB | Adobe PDF2 | View/Open |
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.