結合問題解決策略之blog教學活動設計-以國小自然科昆蟲飼養為例

Abstract

目前，於國小實施自然科昆蟲飼養觀察教學時易受限環境和資源影響，多僅由教師提供相關的影片介紹與學生獨自之飼養活動，教學活動的設計較缺乏互動性與探究深度。部落格提供分享與討論互動的相關功能，期能輔助學習者藉由將實體觀察以影片或照片記錄並分享於部落格的方式，提升學習的互動性與動機。此外，結合問題解決步驟的教學任務可以提供學生在實體飼養觀察時能透過解題任務作為引導，更深入觀察並分析、討論並建構關於昆蟲生活的相關知識。 本研究為初探性的研究，主要的目的在設計一系列結合問題解決策略的國小部落格昆蟲飼養教學活動。此外，並藉由實徵的觀察研究，藉由教師的教學日誌、學生部落格中的發表與討論內容以及教師對於學生解題歷程的評量進行初步分析。本研究彙整各組學生在部落格上問題解決討論各階段的歷程，並探討學生運用部落格於問題解決的各階段的歷程與參與動機。本研究並討論此活動的特色與限制，並根據限制提出相關建議，作為未來進行相關教學之參考。 研究結果發現學生在此教學活動中，已達到一定程度的問題解決歷程，但發現許多限制，建議教師可加強學生對問題解決的基本概念，並鼓勵學生與同儕進行較深入的討論。而此活動若可搭配實體的導覽觀摩活動，能使學生在部落格上有更良好的討論互動。

Currently, it had limitations of environment and resources when implementing observation of insect rearing in science course instruction. Most of time, teachers simply provide relevant videos introduction, then conduct students’ real rearing activities. This made the design of instructional activities lack interactivity. Blogs provided relevant functions of online information sharing and discussion. We expected that blogs could assist learners and promote their interactivity and motivation by discussing their observations recorded in the way of videos or pictures and shared on blogs. Besides, when observing insect rearing, the instructional tasks combining with steps of problem-solving could provide students to deeply observe, analyze, discuss, and construct knowledge which is relevant to the life of insects through problem-solving as a guide. This study was an explorative research. The main objective of this study was to design a series of blog instructional activities of insect rearing in elementary school combining with problem solving strategies. Moreover, we conducted an initial analysis by empirical observation research, teaching diaries, postings and contents of discussions in students’ blogs, and teachers’ assessment of students’ processes of problem-solving. This study methodically synthesized the processes in each stage that students in each group showed in problem-solving discussion in blogs. Also, this study explored the processes and participants’ motivation in each stage that students applied blogs to problem-solving. The characteristics and limitations of these activities were discussed and relevant suggestions were provided for future relevant instruction according to the limitations. The research results showed that students had reached the processes of problem-solving to some degree in the instructional activities, but many limitations were still discovered. Suggestions were made that teachers can strength students’ basic concepts of problem-solving, and encourage students to have deeper discussions with their classrooms. Also, to make students have a better interaction in blog discussion, these activities can be held along with physical visiting activities.