淡江大學機構典藏:Item 987654321/114001
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/114001


    Title: 學思達教學法對於國小高年級學生批判思考傾向影響之行動研究
    Other Titles: An action research of the effects of share start teaching method on critical thinking disposition for high grade elementary school students
    Authors: 林沛恩;Lin, Pei-En
    Contributors: 淡江大學教育科技學系數位學習在職專班
    沈俊毅;Shen, Chun-Yi
    Keywords: Critical Thinking Disposition;Flipped Classrom Teaching Model;Share Start Teaching Method;批判思考傾向;學思達;翻轉教育
    Date: 2017
    Issue Date: 2018-08-03 14:38:24 (UTC+8)
    Abstract: 本研究的研究目的為探討學思達教學法運用在小學高年級社會科之教學歷程及反思，以及學思達教學法對高年級學生批判思考傾向之影響。為達研究目的，研究者分別針對批判思考傾向以及學思達教學法進行文獻探討。
    本研究為行動研究，教學者即為研究者。研究者以任教學校全部六年級學生為研究對象，6男3女共9名學生。研究時間為期五週，分為兩個階段。研究者設計以問答題為主的學思達講義，內容為六年級上學期康軒版社會「臺灣的人口」、「臺灣的城鄉與區域」兩單元。研究工具有學思達教學設計、「批判思考傾向量表」(陳荻卿，2000)、學生訪談、上課錄影觀察、學生分組討論錄音、協同教師觀察紀錄表、教師省思日誌等。質性部分資料以三角檢核法進行驗證；量化部分以「批判思考傾向量表」(陳荻卿，2000)進行前後測，將測試結果進行描述性統計並製作相關圖表，判別學思達教學法對學生批判思考傾向之影響。
    研究結果發現學生在「批判思考傾向量表」五個向度後測分數皆比前測高，其中「尋求真相」和「開放心靈」分數進步最多，「分析性」和「追根究柢」次之，「系統性」進步最少。另外發現實施學思達教學法後學生社會成績也有明顯的進步。根據訪談紀錄，學生對學思達教學法接受程度非常良好，普遍希望能繼續實施下去。
    The purposes of the research are to discuss the teaching course and reflection of Share Start Teaching Method applied on Social Science of high grade elementary school, and the effects of Share Start Teaching Method on critical thinking disposition for high grade elementary school students. For the purpose, the researcher discuss the literatures on “the critical thinking disposition” and “the Share Start Teaching Method”.
    The research is an action research, so the teacher is the researcher. The objects of the research are the sixth grade students of the researcher. They are six boys and three girls. The period of the research is five weeks. The researcher devises “the questions and answers” on the learning materials. The contents are “the population of Taiwan” and “the Taiwan ''s urban and rural areas” of Kangxuan Publishing House. The research tools are teaching design, “the Critical Thinking Dispositions Inventory”, the interviews with students, the video recordings, the audio recordings, the observation records, and the researcher’s diary.
    The result of the research that the researcher finds the scores of the students are improved on the Critical Thinking Dispositions Inventory. “The truth-seeking” and “the open-mindedness” improve a lot. “The analyticity” and “the inquisitiveness” improve a little. The systematicity improves the less. Share Start Teaching Method makes the students’ Social Science score significant progress. According to the interviews recordings, students love the Share Start Teaching Method very much.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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