以議題中心教學法之結構性爭論模式進行環境議題教學之初探

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題名:	以議題中心教學法之結構性爭論模式進行環境議題教學之初探 The Research of the Structured Controversy Model in Issues-Centered Approaches to Teaching Environmental Issues
作者:	黃志豪李明嘉劉惠元
貢獻者:	應數系
關鍵詞:	議題中心教學法結構性爭論模式環境議題環境教育 Issues-centered approach Structured controversy model Environmental issue Environmental education
日期:	2006-06
上傳時間:	2019-07-09 12:47:57 (UTC+8)
摘要:	本研究以議題中心教學法之結構性爭論模式進行環境議題的教學，目的在描述如何運用結構性爭論模式設計規劃環境議題的教學，作為教師改變教學方法的參考，也期望國小學童在教學過程中培養科學求知的精神，提升批判思考能力，尊重多元意見與彼此分享觀點，幫助學生進行深度思考。設計課程前，首先與學生討論議題的方向，擬定一個「流浪狗應該撲殺嗎？」的環境議題，並由師生共同蒐集相關資料，於每週兩節之彈性時間進行教學，課程合計進行兩週，共四節課，過程包含小組內成員角色互換答辯、製作海報、上台發表並接受質詢與教師補充等。研究資料來源為小組討論紀錄表、學習單等學生的學習檔案，並輔以課堂觀察、課後晤談等。研究結果顯示，學生對於這種議題中心教學法的教學方式感到非常有趣，而且更了解流浪狗議題的內容，學習如何看待流浪狗與發展正確的寵物飼養觀，並樂於和他人分享自己的想法，也能夠包容與尊重不同的觀點，而教學過程中亦勇於表達，也願意接受整組共同討論後的共識。最後研究者由實際的試教經驗，建議教師能於現有課程或彈性時間中，以議題中心教學法適當安排一至二次的環境議題教學，以培養學生的民主素養、環境素養與科學求知的精神。 The purpose of this study was to apply a environmental issues based on the structured controversy model in issues-centered approaches for elementary school students, made teachers know about how to apply this method of teaching, and helped students develop the ability of Critical Thinking, esteemed multiple comments, shared different views, and practiced deep thinking. First, we talked about which environmental issue we wanted to learn, and searched information about it with the teacher and students. We practiced the instruction at alternative learning periods, spent two weeks (total about four hours), and our process included discussions, debates, playbills making, and reports publishing, then the teacher made some comments on student’s proposal. The researching approach was gathering some portfolios of our students for analysis. There were discussion records, observation and reflection record by teacher, and some interviews after approaches. The results were as follows: our students were interested in the structured controversy model in issues-centered approaches, more understood the content about stray dogs, learned how to deal with stray dogs, and developed correct values of pet-care. Then they were glad to share their comments, forgave and esteemed others, boldly expressed, and accepted common consensus. Finally, we gave some suggestions for this structured controversy model according to our study. The suggestions are as follows: teachers could apply this approaches to teach environmental issues at normal or alternative learning periods for one or two times. Thus we could foster the democratic literacy , the environmental literacy, and found answers by scientific methods.
關聯:	科學教育研究與發展季刊 43 民95.06 頁1-25
顯示於類別:	[應數系] 期刊論文

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