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    题名: WebQuest在國小四年級社會領域教學之研究
    其它题名: A study on applying WebQuest in social learning field for the fourth-grade students
    作者: 吳佩玲;Wu, Pei-ling
    贡献者: 淡江大學教育科技學系碩士在職專班
    黃雅萍;Huang, Ya-ping
    关键词: WebQuest;社會領域;學習興趣;WebQuest;social studies;learning interest
    日期: 2007
    上传时间: 2010-01-11 00:25:29 (UTC+8)
    摘要: 本研究旨在探討以WebQuest所設計的教學之實施,對國小四年級學生在社會領域教學活動中學習興趣之影響,以及學生對WebQuest融入社會領域之看法,並根據研究結果對使用WebQuest在社會領域教學上提出建議。
    本研究採取行動研究法,以某國小一個四年級班級為研究對象實施WebQuest融入社會領域教學。本研究中實施教學為三個階段,選取四年級上學期第五單元、第六-2單元以及四年級下學期第三-1單元為教學內容。在質性資料方面,包括觀察錄影、課堂錄音、教學反思日誌、學生訪談、學生文件、社會學習日記、學生意見調查表等等。
    綜合本研究有以下發現:
    一、使用WebQuest融入社會領域教學可以提昇大多數學生的學
    習興趣。
    二、學生的資訊能力、網頁閱讀能力、硬體設施以及網路塞車
    問題會影響學生對「使用網路搜尋資料」的看法。
    三、分組方式、工作分配、溝通協調以及社會技巧皆會影響合
    作學習的進行。
    四、教學網頁的設計之優劣以及教學網頁資源之豐富與否皆會
    影響學生對教學網頁看法。
    五、本研究中超過90%學生對WebQuest融入社會領域教學中,
    「使用網路搜尋資料」和「合作學習」持正向的看法。
    The purpose of this study was to investigate the impact of WebQuest-based teaching on the fourth-grader’s learning interest in activities of social studies and how they react to the integration of WebQuest into social studies. Based on the research findings, suggestions for the application of WebQuest to the teaching of social studies were proposed.
    In this study, action research method was adopted, and a fourth grade class in one elementary school was selected to implement the teaching of WebQuest-based social studies. The experimental studies were implemented by three stages. Based on the text books of social studies there are three units selected to teach in this research. Two units were taught in the first semester and one in the second semester.For qualitative data, observation, video taping, audio recording, teaching journal, interview with students, student’s files, journal for social studies, survey of student’s opinions were employed.

    The research findings included:
    1.Integration of WebQuest into social studies could enhance student’s learning interest.
    2.Student’s information skills, web page reading ability, hardware facilities, and Internet jam would influence student’s perception of “using the Internet to search data”.
    3.Different grouping methods, uneven task distribution, insufficient communication among members, and lack of social skills would affect cooperative learning.
    4.The design of web page interfaces and selection of web-based teaching resources would affect student’s perception of educational web pages.
    5.Over 90% of students held a positive attitude for “using the Internet to search data” and “cooperative learning”.
    显示于类别:[教育科技學系暨研究所] 學位論文

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