(第 18 期)   第九卷第二期   2015 年 6 月 30 日出刊

應用爭議導向之探究式學習於資訊素養課程:培養國小五年級學生議論能力

本文關鍵字:議論能力爭議導向資訊素養Argumentative skillsArgument-drivenInformation literacy

本文摘要

本研究旨在應用爭議導向探究於資訊素養課程中,以檢視國小五年級學生議論能力的表現。研究現場是一個國小五年級班級,共30 位學生。探究主題是古今中外的爭議性人物,由資訊素養老師和班級級任老師協同教學。研究時間為17 週,主要利用每週一節的資訊素養課程,再輔以十節國語課程。本研究以參與觀察、訪談、測驗和資料分析的方法來蒐集質化和量化資料。研究結果顯示在國小五年級資訊素養課程中應用爭議性人物主題探究,來培養學生議論能力是一可行的方案。學生整體議論能力有顯著進步,他們瞭解議論文的目的和基本元素。半數學生在議論文實際寫作表現優異,能撰寫具有觀點的爭議性人物議論文章。在口頭發表方面,十組學生中有五組可邏輯性的報告小組觀點,三組清楚說出小組論點,但論證較不足,另二組則論點和論證均弱。最後二位老師建議在資訊素養課程中設計循序漸進爭議導向的探究學習任務,以有系統的提升學生議論能力。
The purpose of this study was to investigate the effects of argument-driven inquiry information literacy instruction on fifthgraders’ argumentative learning. It was conducted in an elementary school and lasted for seventeen weeks. The research site was a fifth grade classroom and the information literacy instruction was taught a period of time per week by a teacher librarian, who collaborated with a classroom teacher. The classroom teacher taught the basics of argumentive texts in Chinese course. They designed an inquiry project, titled “Controversial Persons Inquiry” in the information literacy and the Chinese course to cultivate students’ argument reasoning.Research data collected included interviews, participant observations, tests, and document analysis. The results showed that using argumentdriven inquiry in fifth-grade information literacy curriculum was an effective project for cultivating students’ argument skills. Their overall argument performance was improved significantly. They understood the purposes and basics of argument writings. Half of students performed well in argument writings with insightful claims about the controversial figures inquired. In the aspect of speaking, among ten groups, five groups presented their findings logically; three groups proposed their perspectives clearly, but reasoning was weak. The last two groups performed poor in providing claims and warrants. Finally teachers suggested that we should systematically design argumentdriven inquiry projects in information literacy curriculum, so that students’ argumentative skills can be improved progressively.
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