Journal of Basic Education



建構教學設計:讓學生發展專題研習書面報告技能

2006.第15卷第2期(Vol. 15 No. 2).pp. 121–140
 

建構教學設計:讓學生發展專題研習書面報告技能

Constructivist Teaching Design: Supporting Pupils' Learning of Project Report Writing Skills

蘇詠梅(Winnie Wing-Mui SO)

摘要

本研究探討如何設計課堂教學幫助小學生學習專題研習書面報告的技能。研究理念建基於建構教學理論,強調學生是需要老師透過鷹架來輔助學習及發展研習技能。研究的第一部分分析一些從未學習過研習技能的學生所提交的書面報告,為教師提供參考資料作教學設計。第二部分是課堂教學的觀察,分析學生透過課堂活動和師生間的互動討論來掌握研習技能。最後,學生在課堂學習的三個月後提交的書面報告,展示了學生能掌握相關的研習技能。

關鍵詞:專題研習;建構教學;技能學習

Abstract

This research is designed to support primary pupils to acquire the report writing skills for their projects. The design of the research is based on the constructivist theory of learning, emphasizing that scaffolding support from the teacher is important for pupils to acquire and develop skills for project-based learning. In the first phase of the research, there was a pre-lesson analysis of project reports done by pupils who had never learned project report writing. The analysis revealed that pupils have limited knowledge in writing a project report. This part provided teachers with useful information for designing activities for classroom learning. The second phase is the analysis of classroom teaching, manifested in how pupils' knowledge in learning project report writing skills can be achieved through classroom activities and interactive discussions with teachers. The analysis of written reports submitted by pupils three months after classroom learning evidenced that pupils managed the related reporting writing skills much better with the scaffolding support from teachers.