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題名 見樹又見林—系統思考教學與未來人才培育之個案研究
Teaching of Systems Thinking for Nurturing Future Talents- A Case Study
作者 陳伊瑩
Chen, Yi Ying
貢獻者 詹志禹
Chan, Chih yu
陳伊瑩
Chen, Yi Ying
關鍵詞 系統思考
未來想像
教師角色
班級氣氛
團隊合作
systems thinking
future imagination
teacher’s role
classroom climate
teamwork ability
日期 2013
上傳時間 2-Jan-2014 13:31:35 (UTC+8)
摘要 因應未來社會，需要從教育的點滴工程著手。學校為教育的主要場域，教師的教學影響學生學習的成效與關鍵能力的養成。面對複雜而快速變遷的時代，需要培育出具有良好思考力、未來想像力以及團隊合作能力的下一代。本研究採取個案研究方法，以一所位於台北市區國小內高年級的班級做為研究對象，此班級利用綜合活動時間實施系統思考教學，當中包含任教教師與26位學生，利用教室觀察與訪談法、輔以影片分析、學生作品分析、系統思考活動評量、學生自陳式反思問卷、想像力測驗、時間觀量表等工具，探究實施系統思考教學的教師角色(包含教師個人特質、工作動機、專業知能、教學信念和教學技巧)與系統思考教學的交互影響；對於教師班級經營、師生互動與班級氣氛的營造，進一步探究綜合教學實施與經營，與學生對於系統思考的理解和養成之間的關係。再者探究教學活動與培養學生未來想像力之關聯，而課程當中融入小組討論和遊戲教學，藉此探究教學歷程與學生團隊合作能力培養的相關性。本研究以因果回饋圖呈現研究結果，主要發現有以下五點:
1.系統思考教師扮演教室的結構者、引導者，時時精進系統思考認知與教學技巧，帶領學生關注根本重要的事。
2.系統思考教學實施增進師生互動關係和班級正向氣氛，鼓勵學生討論、發表意見與想法，營造班級共同思考與學習的氛圍。
3.系統思考教學培養學生系統思考力，從小關注世界當中重要的事件，瞭解其趨勢變化與關鍵結構，嘗試根本解決問題。
4.系統思考教學實施幫助啟發學生未來想像力，鬆動思考開啟創意想像，展開未來行動具備未來時間觀。
5.系統思考教學當中活動的形態，有助於學生提升團隊合作技巧與能力進而建立共同願景。
由以上研究結果瞭解系統思考教學教師扮演重要的結構者，啟發學生展開思考、想像，進而自主學習創造未來。在未來若要讓系統思考教學更能培養學生面對未來的關鍵能力，教師在課程設計上應將系統思考和未來想像的精神相結合，並且拉長時間、擴大空間，讓學生擁有充分的自主空間，學習思考，掌握根本而重要的事。
Nowadays schools are still playing an important role in our education. We have to improve our education to let our children adapt to their futures. The way of teaching will influence our students’ learning. In the future world, we should cultivate our children the abilities of thinking skills, future imagination, and teamwork. The current case study selected a sixth grade class in elementary school. There were two teachers and 26 students in this class. In this study, sources and analyses of the data included: classroom observations, interviews, video analyses, students’ work analyses, systems thinking assessments, imagination tests, and ZTPI. Through the data analysis process, it can be inferred that whether the teaching of systems thinking can influence the teachers and students in the class.The purpose of this research is to use the systems perspective on offering advice and ideas regarding how to use systems thinking teaching in class to improve the students’ learning.The results are listed below:
1.Teachers played a role of guiding students and leaded them to what concerns to the root of any given problem.
2.Teaching processes included enhancing good interactions between teachers and students, and building up the positive classroom climate.Through these processes, students had more chances to discuss and share with each others.At the same time, they showed much respect for others, such as listening to others patiently.
3.With the systems thinking ability, students started to care about what is happening around the world and to attend the changing trend.They try to find the important structure behind the problem and solve it with leverage solution.
4.This class inspired students’ future imagination, expanded their ways of thinking and encouraged them to take actions for the future.
5.Through this class, students gained more team work skills and built shared visions.
To conclude, the teaching of systems thinking can help our children to think more deeply and systematically. This way of teaching encourages our children to broaden their minds and take actions for their futures.If teacher can combine systems thinking with future imagination in instructional design, students can have more opportunities and time to learn what is the most important value in their life.
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描述 碩士
國立政治大學
教育研究所
100152008
102
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100152008
資料類型 thesis
dc.contributor.advisor 詹志禹zh_TW
dc.contributor.advisor Chan, Chih yuen_US
dc.contributor.author (Authors) 陳伊瑩zh_TW
dc.contributor.author (Authors) Chen, Yi Yingen_US
dc.creator (作者) 陳伊瑩zh_TW
dc.creator (作者) Chen, Yi Yingen_US
dc.date (日期) 2013en_US
dc.date.accessioned 2-Jan-2014 13:31:35 (UTC+8)-
dc.date.available 2-Jan-2014 13:31:35 (UTC+8)-
dc.date.issued (上傳時間) 2-Jan-2014 13:31:35 (UTC+8)-
dc.identifier (Other Identifiers) G0100152008en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/63183-
dc.description (描述) 碩士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) 100152008zh_TW
dc.description (描述) 102zh_TW
dc.description.abstract (摘要) 因應未來社會，需要從教育的點滴工程著手。學校為教育的主要場域，教師的教學影響學生學習的成效與關鍵能力的養成。面對複雜而快速變遷的時代，需要培育出具有良好思考力、未來想像力以及團隊合作能力的下一代。本研究採取個案研究方法，以一所位於台北市區國小內高年級的班級做為研究對象，此班級利用綜合活動時間實施系統思考教學，當中包含任教教師與26位學生，利用教室觀察與訪談法、輔以影片分析、學生作品分析、系統思考活動評量、學生自陳式反思問卷、想像力測驗、時間觀量表等工具，探究實施系統思考教學的教師角色(包含教師個人特質、工作動機、專業知能、教學信念和教學技巧)與系統思考教學的交互影響；對於教師班級經營、師生互動與班級氣氛的營造，進一步探究綜合教學實施與經營，與學生對於系統思考的理解和養成之間的關係。再者探究教學活動與培養學生未來想像力之關聯，而課程當中融入小組討論和遊戲教學，藉此探究教學歷程與學生團隊合作能力培養的相關性。本研究以因果回饋圖呈現研究結果，主要發現有以下五點:
1.系統思考教師扮演教室的結構者、引導者，時時精進系統思考認知與教學技巧，帶領學生關注根本重要的事。
2.系統思考教學實施增進師生互動關係和班級正向氣氛，鼓勵學生討論、發表意見與想法，營造班級共同思考與學習的氛圍。
3.系統思考教學培養學生系統思考力，從小關注世界當中重要的事件，瞭解其趨勢變化與關鍵結構，嘗試根本解決問題。
4.系統思考教學實施幫助啟發學生未來想像力，鬆動思考開啟創意想像，展開未來行動具備未來時間觀。
5.系統思考教學當中活動的形態，有助於學生提升團隊合作技巧與能力進而建立共同願景。
由以上研究結果瞭解系統思考教學教師扮演重要的結構者，啟發學生展開思考、想像，進而自主學習創造未來。在未來若要讓系統思考教學更能培養學生面對未來的關鍵能力，教師在課程設計上應將系統思考和未來想像的精神相結合，並且拉長時間、擴大空間，讓學生擁有充分的自主空間，學習思考，掌握根本而重要的事。		zh_TW
dc.description.abstract (摘要) Nowadays schools are still playing an important role in our education. We have to improve our education to let our children adapt to their futures. The way of teaching will influence our students’ learning. In the future world, we should cultivate our children the abilities of thinking skills, future imagination, and teamwork. The current case study selected a sixth grade class in elementary school. There were two teachers and 26 students in this class. In this study, sources and analyses of the data included: classroom observations, interviews, video analyses, students’ work analyses, systems thinking assessments, imagination tests, and ZTPI. Through the data analysis process, it can be inferred that whether the teaching of systems thinking can influence the teachers and students in the class.The purpose of this research is to use the systems perspective on offering advice and ideas regarding how to use systems thinking teaching in class to improve the students’ learning.The results are listed below:
1.Teachers played a role of guiding students and leaded them to what concerns to the root of any given problem.
2.Teaching processes included enhancing good interactions between teachers and students, and building up the positive classroom climate.Through these processes, students had more chances to discuss and share with each others.At the same time, they showed much respect for others, such as listening to others patiently.
3.With the systems thinking ability, students started to care about what is happening around the world and to attend the changing trend.They try to find the important structure behind the problem and solve it with leverage solution.
4.This class inspired students’ future imagination, expanded their ways of thinking and encouraged them to take actions for the future.
5.Through this class, students gained more team work skills and built shared visions.
To conclude, the teaching of systems thinking can help our children to think more deeply and systematically. This way of teaching encourages our children to broaden their minds and take actions for their futures.If teacher can combine systems thinking with future imagination in instructional design, students can have more opportunities and time to learn what is the most important value in their life.		en_US
dc.description.tableofcontents 表次……………………………………………………………………………iii
圖次…………………………………………………………………………………i
緒論…………………………………………………………………… 1
第一節 研究動機……………………………………………………… 1
第二節 研究目的與問題……………………………………………… 3
第三節 名詞解釋……………………………………………………… 4
第四節 研究限制……………………………………………………… 5
第二章 文獻探討………………………………………………………………9
第一節 看見一片森林—系統思考內涵與系統思考教學……………10
第二節 森林嚮導—教師角色探討…………………………………… 26
第三節 森林嚮導與保衛森林小尖兵—師生互動與氣氛營造………38
第四節 未來森林守護者—培育未來人才關鍵能力………………… 48
第三章 研究方法………………………………………………………………59
第一節 研究方法……………………………………………………… 59
第二節 研究背景………………………………………………………60
第三節 研究架構與實施程序………………………………………… 65
第四節 教學設計……………………………………………………… 69
第五節 研究工具與資料分析…………………………………………74
第四章 研究結果與討論………………………………………………………87
第一節 系統思考教學中的教師角色………………………………… 87
第二節 系統思考教學中的師生互動與班級氣氛……………………109
第三節 學生系統思考力的理解與應用情形…………………………117
第四節 學生未來想像力的理解與應用情形…………………………135
第五節 學生團隊合作力的展現與學習情形…………………………147
第五章 研究結論與建議………………………………………………………159
第一節 結論………………………………………………………………159
第二節 建議………………………………………………………………164
參考文獻…………………………………………………………………………171
中文部分…………………………………………………………………………171
西文部分…………………………………………………………………………174
附錄………………………………………………………………………………181
附錄一 系統思考與未來想像力教案—漁資源面面觀…………………………181
附錄二 想像未來世界的變通力類別表…………………………………………185
附錄三 訪談大綱…………………………………………………………………188
附錄四 學生訪談逐字稿內容整理………………………………………………190
附錄五 教師訪談逐字稿內容整理………………………………………………198
附錄六 系統思考因果回饋圖評量活動前測……………………………………209
附錄七 系統思考因果回饋圖評量活動後測……………………………………211
附錄八 兒童系統思考課程反思與實踐問卷…………………………………213
附錄九 時間觀量表………………………………………………………………215
附錄十 想像未來世界與漁資源永續發展學習單……………………………… 217
附錄十一 漁資源永續發展學習單評分結果……………………………………219
附錄十二 想像力測驗使用同意書………………………………………………220
附錄十三 系統思考、未來想像力與未來時間觀相關矩陣………………………221		zh_TW
dc.format.extent 3820217 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100152008en_US
dc.subject (關鍵詞) 系統思考zh_TW
dc.subject (關鍵詞) 未來想像zh_TW
dc.subject (關鍵詞) 教師角色zh_TW
dc.subject (關鍵詞) 班級氣氛zh_TW
dc.subject (關鍵詞) 團隊合作zh_TW
dc.subject (關鍵詞) systems thinkingen_US
dc.subject (關鍵詞) future imaginationen_US
dc.subject (關鍵詞) teacher’s roleen_US
dc.subject (關鍵詞) classroom climateen_US
dc.subject (關鍵詞) teamwork abilityen_US
dc.title (題名) 見樹又見林—系統思考教學與未來人才培育之個案研究zh_TW
dc.title (題名) Teaching of Systems Thinking for Nurturing Future Talents- A Case Studyen_US
dc.type (資料類型) thesisen
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