(第 20 期)   第十卷第二期   2016 年 6 月 30 日出刊

社會領域教師和圖書教師高層次協作教學對國民小學六年級學生主題探究學習的影響以及學生的回應

本文關鍵字:社會領域教師圖書教師高層次協作教學探究學習主題探究報告Social studies teache; Teacher-librarianHigh-end collaborationInquiry-based learningInquiry-based project

本文摘要

本研究旨在探討社會領域教師和圖書教師協作教學對國小六年級學生個人和小組主題探究報告的影響以及學生對探究學習的回應。以台南市某公立國小兩班學生為對象,實驗組學生29 位,進行教師協作教學;控制組28 位,教師各自教學。以「主題探究學習紀錄表」和「主題報告評量規準表」為研究工具,蒐集資料並以t 考驗進行統計分析。研究結果顯示:教師協作教學,增進學生個人和小組主題探究報告的成績;學生對主題探究學習有正向積極的回應。根據研究結果,提出建議供教師和圖書教師實施協作教學之參考。
This study investigated the integrated collaborative instruction between the content area of social studies teacher and school teacher librarian impact sixth graders on individual and team’s inquiry-based project reports as well as students’ responses to the inquiry-based learning. A quasi-experimental method was adopted, and two classes of 57 sixth-grade elementary school students in Tainan city, Taiwan were used as samples. Twenty-nine students of the experimental group participated in Concept-Oriented Reading Instruction (CORI) and were taught by the collaborative instruction of teacher and teacherlibrarian; whereas 28 students of the controlled group were instructed using a didactic teaching method and were taught separately by two teachers. The Inquiry-based Learning Records and Inquiry-based Assessment Rubrics were used as instruments for collecting data. A t test was used to analyze the data. The results indicate that:(1) high-end collaboration of two teachers increase individual and team’s inquiry-based project scores, and (2) sixth-grade students have positive responses toward inquiry-based learning. This paper provides suggestions to teachers for further collaborations based on these findings.
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