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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 15:09:42 (UTC+8)
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。
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。
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.
Three 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.
The main findings of this study were as follows:
1.Experiential learning can help improve students’ achievement in social studies, especially in high level cognition.
2.Experiential learning can enhance students’ attitude toward social studies, especially in interest aspect.
3.Experiential learning can promote students’ long-term attitude on social studies, no matter in interest, value, or confidence aspect.
4.The most important elements of experiential learning are situation, interaction, and reflection.
5.Teachers with various types of teaching styles can adapt experiential learning method when teaching social studies.
6.The experience from the participation of the study helps teachers’ professional growth.
Finally, some suggestions were proposed based on the conclusions for further studies.
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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
dc.contributor.advisor 詹志禹zh_TW
dc.contributor.advisor Jason C. Chanen_US
dc.contributor.author (作者) 林淑敏zh_TW
dc.contributor.author (作者) Lin, Shu-Minen_US
dc.creator (作者) 林淑敏zh_TW
dc.creator (作者) Lin, Shu-Minen_US
dc.date (日期) 2005en_US
dc.date.accessioned 17-九月-2009 15:09:42 (UTC+8)-
dc.date.available 17-九月-2009 15:09:42 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 15:09:42 (UTC+8)-
dc.identifier (其他 識別碼) G0911525132en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33043-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 91152513zh_TW
dc.description (描述) 94zh_TW
dc.description.abstract (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。
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。
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。		zh_TW
dc.description.abstract (摘要) 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.
Three 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.
The main findings of this study were as follows:
1.Experiential learning can help improve students’ achievement in social studies, especially in high level cognition.
2.Experiential learning can enhance students’ attitude toward social studies, especially in interest aspect.
3.Experiential learning can promote students’ long-term attitude on social studies, no matter in interest, value, or confidence aspect.
4.The most important elements of experiential learning are situation, interaction, and reflection.
5.Teachers with various types of teaching styles can adapt experiential learning method when teaching social studies.
6.The experience from the participation of the study helps teachers’ professional growth.
Finally, some suggestions were proposed based on the conclusions for further studies.		en_US
dc.description.tableofcontents 摘 要………………………………………………………………………………I
Abstract…………………………………………………………………………II
目 次……………………………………………………………………………III
表 次………………………………………………………………………………V
圖 次……………………………………………………………………………VIII
第一章 緒論…………………………………………………………………………1
第一節 研究動機……………………………………………………………………1
第二節 研究目的……………………………………………………………………4
第三節 待答問題……………………………………………………………………5
第四節 重要名詞釋義………………………………………………………………6
第二章 文獻探討……………………………………………………………………8
第一節 社會領域的課程與教學……………………………………………………8
第二節 體驗學習的意涵…………………………………………………………21
第三節 體驗學習應用於社會領域………………………………………………48
第三章 研究方法…………………………………………………………………63
第一節 研究對象…………………………………………………………………63
第二節 實驗設計…………………………………………………………………64
第三節 實驗處理…………………………………………………………………68
第四節 質性研究部分……………………………………………………………71
第五節 研究工具…………………………………………………………………73
第六節 實施程序…………………………………………………………………80
第七節 資料分析…………………………………………………………………83
第四章 研究結果…………………………………………………………………85
第一節 學生學習成就……………………………………………………………85
第二節 學生學習態度……………………………………………………………94
第三節 學生六個月後的學習態度………………………………………………103
第四節 各班教師教學風格………………………………………………………112
第五節 實驗組師生對單元課程設計的看法……………………………………131
第六節 實驗組師生對整體課程設計的看法……………………………………148
第七節 實驗組教師專業成長……………………………………………………167
第五章 討論、結論與建議………………………………………………………175
第一節 討論………………………………………………………………………175
第二節 結論………………………………………………………………………185
第三節 建議………………………………………………………………………189
第四節 研究限制…………………………………………………………………192
第五節 未來研究方向……………………………………………………………195
參考文獻…………………………………………………………………………197
附 錄…………………………………………………………………………205
附錄一：體驗學習教學活動設計………………………………………………205
附錄二：社會領域學習成就測驗—預試………………………………………225
附錄三：社會領域學習成就測驗難度、鑑別度與選題………………………232
附錄四：社會領域學習成就測驗—正式………………………………………235
附錄五：社會領域學習成就測驗問答題給分準則……………………………241
附錄六：社會領域學習態度量表—預試………………………………………247
附錄七：社會領域學習態度量表因素負荷量與選題…………………………249
附錄八：社會領域學習態度量表—正式………………………………………251
附錄九：社會領域學習意見調查表……………………………………………253
附錄十：教師教學記錄與反思…………………………………………………258		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0911525132en_US
dc.subject (關鍵詞) 體驗學習zh_TW
dc.subject (關鍵詞) 社會領域zh_TW
dc.subject (關鍵詞) 學習成就zh_TW
dc.subject (關鍵詞) 學習態度zh_TW
dc.subject (關鍵詞) experiential learningen_US
dc.subject (關鍵詞) social studiesen_US
dc.subject (關鍵詞) achievementen_US
dc.subject (關鍵詞) attitudeen_US
dc.title (題名) 體驗學習在國小社會領域教學之實地研究zh_TW
dc.title (題名) Merging experiential learning into social studies in elementary schools.en_US
dc.type (資料類型) thesisen
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