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| 題名: | 資訊融入國小綜合活動領域教學之行動研究 |
| 作者: | 黃桂敏 |
| 貢獻者: | 林素卿
黃桂敏 |
| 關鍵詞: | 綜合活動領域;資訊融入教學;行動研究
Integrate-activity learning area;Information technology integrated into teaching;Action research |
| 日期: | 2008
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究旨在敘述資訊融入綜合活動領域教學的歷程與實施現況，探討此課程實施後對學生學習態度和學習成效的影響，瞭解學生對此課程的意見，剖析課程實施中遇到的困難與因應策略，並探討教師的專業成長。
本研究採行動研究的方式，以彰化縣某國小四年級三十一位學生為研究對象，實施為期17週、45節、6個單元的課程。研究期間，研究者透過觀察紀錄表、學生學習心得、省思札記、訪談、問卷、檢核表等多種方式來搜集資料，並在研究過程中反省自身的教學以修正教學活動。研究結果發現：
一、資訊融入綜合活動領域教學對學生在綜合活動領域的學習態度影響不大，
皆屬正向學習態度。
二、資訊融入綜合活動領域教學對學生在資訊教育的學習態度影響較大，雖然
部份學生學習態度的分數略為下滑，但仍屬正向學習態度。
三、學生在「社會服務活動」與「自我探索與了解活動」等綜合活動指定內涵
的學習成效獲得提升。
四、學生「資訊的處理與分析」、「網際網路的認識與應用」與「資訊科技與
人文素養的統整」等資訊核心能力獲得提升。
五、大多數學生贊成採用資訊融入綜合活動領域的教學方式與課程設計，並認
同資訊融入的優勢。
研究者於課程實施中遭遇許多教學上的困難，包括：電腦教室軟硬體設備不夠完善、學生在討論時容易失焦、學生操作電腦的時間不夠、教室秩序欠佳、少數學生對綜合活動課程的態度不夠積極、教材份量與時間拿捏不易，但研究者仍在不斷省思與尋求因應策略的過程中獲致專業成長，進而提升自信。
The purposes of this research are to describe the process and current situation of information technology integrated into the teaching of integrate-activity learning area, to discuss the effects on students’ learning attitudes and achievements after putting the curriculum into practice, to understand students’ opinions, to analyze the straits of the curriculum and the corresponding strategies, and to explore the growth of teachers’ specialties.
The method of this research is based on action research. Take 31 fourth-grade elementary school students in Changhua as research objects, the research had been applied for 17 weeks, including 45 lessons and 6 units of curriculum. During the research period, the researcher collected data from observations, note-taking, students’ feedback, researcher’s reflective journal, interview, questionnaire, checklist, and self-reflection. And making self-examination to correct teaching during the research. The research results are as follow:
1. The effects of integrating information technology into
the teaching of integrate-activity learning area are
limited to the students’ learning attitudes in
integrate-activity learning area, but all of the effects
are positive learning attitudes.
2. Integrating information technology into the teaching of
integrate-activity learning area has greater effects on
the students’ learning attitudes in information
education. Although part of the students’ learning
attitudes scores slightly decreased, most of the
students had positive learning attitudes.
3. The students’ learning results of designated
connotation are improved in some integrate-activities,
such as ”Social service activities” and “Self-
exploration and self-understanding activities.”
4. The students’ core abilities of information technology,
such as “Information processing and analysis”, “Know
and apply to internet” and “Integrating information
technology into humanities cultivated manners”, are
improved.
5. Most students agree to adopt the teaching method and
curriculum design of information technology integrated
into the teaching of integrate-activity learning area,
and they like the advantages of integrating information
technology.
Researcher encountered many straits while putting the curriculum into practice. The hardware and software were not good enough in the computer classroom. The students couldn’t focus on the discussion. Time wasn’t enough for students to use computers. The classroom was chaotic. A few students were not aggressive to integrate-activity learning area. It was not easy to control the amounts of teaching materials and time. However, from the process of constant self-examination and problem solving, researcher advanced her specialties and self-confident. |
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