- 作者: 張敬宜
- 作者服務機構: 國立台北師範學院自然科學教育學系
- 中文摘要: 「多元學習情境教學模組」的提出旨在提供一更具彈性、更動態及更互動的教學設計模式,其設計理念乃揉合了「從玩中學」、Bruner 的「螺旋式課程」理念以及「情境學習理論」而成。「從玩中學」的目的是希望還給學童學習的樂趣,激發其內在、主動的學習動機。由「螺旋式課程」理念和「情境學習理論」衍生出的「多元學習情境」則是體認到學習應該是漸進的,應該配合學童的認知發展與興趣,提供多樣化且具日常真實生活情境的實用有效學習內容,利用示範、教導、闡明、反省以及探索等教學方法,重視合作學習與分組教學式教學,希望透過多元、真實的情境學習式的教育與學習,教師可發揮其知識協助者與引導者的角色功能,學生也可以主動學習與體驗、應用所學知識技能。基於前述理念,模組內各單元乃針對某一探討主題,設計一系列由基本到逐步深入探究的多元化教學活動。活動中,材料的選擇、問題的呈現大都取自學童常見的生活經驗;活動的設計,儘可能地活潑、有趣且必須是現象明顯而易操作的。各單元內活動的流程,大都依循著現象的觀察、概念的推論,進而解決問題;由具體的觀察進而概念推理及應用的過程使學童學習的連結更加緊密。文中且以「二氧化碳」主題為例,來呈現多元學習情境教學模組的特色。
- 英文摘要: The development of a multi-situated teaching module was pursued to create a more flexible, dynamic and interactive teaching model. The ideas of learning by playing, Bruner's spiral curriculum conception and the theory of situated learning were combined as the rationale for this module. If we can let children learn by playing it might inspire their inner motivation for learning. The researcher also realized that children's learning should be progressive according to their cognitive development, and only through multiple and authentic situated learning that children can really own knowledge and skill, and then apply knowledge to solve problems. Thus, each unit in this module was designed for exploring a specific subject. Each unit consisted of a series of hands-on activities, and they were arranged in an order from fundamental observation of phenomena to the establishment of concepts and then to the application of concepts to problem-solving. The teacher could adopt flexibly any activity that was suitable for his/her student. A unit on Carbon Dioxide is provided to illustrate the characteristics of the multi-situated teaching module.
- 中文關鍵字: 多元學習情境教學模組;從玩中學;螺旋式課程;二氧化碳
- 英文關鍵字: Multi-situated Teaching Module, Learning by Playing, Spiral Curriculum, Carbon Dioxide