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    題名: 大六技能教學在Moodle學習平臺應用之行動研究
    其他題名: An action research of teaching big six skill on Moodle platform
    作者: 陳書民;Chen, Shu-min
    貢獻者: 淡江大學教育科技學系碩士在職專班
    陳慶帆;Chen, Chin-fan
    關鍵詞: 大六技能;Moodle學習平台;行動研究;Big6 Skills;Moodle Platform;Action Research
    日期: 2007
    上傳時間: 2010-01-11 00:28:18 (UTC+8)
    摘要: 大六技能是一個有系統的教學方法,但研究者嘗試利用大六技能教學,卻發現國小學生缺乏擷取資訊的能力,無法運用這六個步驟來進行主題探索。
    本研究旨在將大六技能應用在Moodle學習平台中進行教學活動,探討大六技能的教學實施與學生的學習成效。為達上述目的,先探討文獻,了解國內大六技能的教學實施與評量方式,並藉以歸納出教學步驟,並透過行動研究的方式,在課程進行中研究者與觀察教師以觀察、文件與學習歷程紀錄檢視的方式,了解教師進行大六技能的教學實施與學生的學習成效,並透過教學省思與討論,修正教學步驟並提出教學注意事項。
    本研究發現,學生必須先進行概念圖、網站評選、摘要等學習工具訓練,才能順利進行大六技能的六個步驟,而透過大六技能的工具學習與教學步驟,學生在大六技能的學習成效大致良好,但是不理想的作品集中於部分學生。教師可以透過指定組別互相觀摩、提供相關資料與格式的方式,加上質性評量與量化檢核表的交互使用,檢視、修正與討論學生的學習成果,幫助學生更有效率、更精確掌握重點。
    此外,Moodle學習平台可以提升學生學習品質,討論區、文書編輯工具的提供讓學生有良好的互動回應與文件呈現效果,學習歷程紀錄保留學生學習過程與活動紀錄,方便教師觀察與評量,但在Moodle學習平台學習須注意系統瞬間擁塞與學生迷失於網路的情形。基於上述研究發現與結論,本研究提供若干建議供國小教師教學及研究者在未來進行相關研究之參考。
    Big Six Skills is a systematic teaching method in Thematic Exploration. However, while trying to apply Big6 Skills in teaching, the auther finds that elementary students are in lack of the ability to retrieve information, and hence have problems using the six skills to gather topic-based information.
    The purpose of this study is to apply Big6 Skills in teaching with Moodle Platform. It then investigates the implementation of Big6 Skills and students’ learning achievement. To serve this purpose, first the author has done a literature review to understand the Big6 Skills teaching methods and evaluation. Second, the author has studied on the application of Big6 Skills in teaching and students’ achievement through observation, and documents and records review in an action research. Finally, after reflections and discussions, amendments and suggestions for teaching are concluded.
    This study has found that students can only utilize Big6 Skills after trainings of the learning tools like concept map, website selection, and making a digest. With these trainings and the steps of Big6 Skills, most students can achieve well. Those who could not achieve the standard are only certain few students. Teachers can help students work more effectively and accurately by peer-observation (group to group), providing relative information and formats, interchanging qualitative and quantified evaluations, and finally examining, discussing and revising students’ work.
    Moreover, Moodle Platform can elevate students’ learning quality in the following aspects. Forums and document-editing tools provide students with fluent interactions and unique visual effects. Also, the records keeping students’ learning process and activities can help teachers observe and evaluate students’ performances. However, when using Moodle Platform, teachers should be aware of the system congestion and that the students might be lost on the Internet. Based on the researches and conclusions above, this study provides several suggestions for elementary school teachers and the future researchers for reference.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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