| 摘要: | 高中學生經常進行主題式專題研究的課程活動，於活動結束後繳交專題報告作品以展現學習成果。由學生的專題報告作品觀察，可發現內容的深度與廣度不足、缺乏提出創造性觀點、以及整體品質的優劣差距過大；由老師教學過程觀察，可發現老師無法瞭解學生從事專題研究活動期間學習過程的努力程度，以及老師無法有效幫助學生進行主題式專題研究的課程活動，包括教材編寫與活動進行。 本篇論文依據WebQuest的教學設計理念，結合小組合作學習與學習歷程檔案的優點，設計一適合高中學生於網際網路進行主題式專題研究的實施系統，試圖提昇學生專題報告作品的品質。系統中依循WebQuest設計教材，利用學生主動記錄學習歷程檔案以幫助小組與個人存放資料與討論心得，以及利用小組內成員互評與自評激勵學生對小組提供有力的貢獻。 研究者以80名高中一年級學生進行實驗，由作品評分、問卷調查、學生訪談、教師訪談分析實驗結果得知，WebQuest課程活動設計、學習檔案紀錄與同儕合作學習三者結合的主題式探究學習模式，(1)有助於學生專題研究作品整體品質的提昇；(2)若學生小組討論時間充足，則有助於創造性見解的提昇；(3)有助於教師明瞭學生進行專題研究之過程的努力程度；(4)以學業成就中段、後段學生學習反應最為正向，前段學生反映較偏向冷淡。整體而言，學生認為本主題式學習模式對專題研究的進行是有幫助的，並且願意再次使用。 對教師的建議為設計教材時能夠提供更多專業性的網路資源以利學生更深入的探究，以及，教師需具有豐富的經驗以利完全掌握整個課程活動的進行。對後續研究的建議為探討若以不同的分組方式(如學生意願)是否影響作品品質或以不同能力的學生群體研究出的結果是否相同。 Senior high school students in Taiwan are often asked to do some researches on certain topics in some disciplines to perform their learning outcomes. However, from these reports students handout, teachers are easily to find some common defects— students’ deficiencies of affluence in contents, their lack of creative thoughts derived through the learning process, and the great divide on the achievements shown among those reports written by students. Teachers also find that they are unlikely to know what the students really learned from the task given and how many efforts the students have paid on their own learning process; also, teachers find themselves not capable enough to affectively help students learn even better on their learning process. This thesis is intended to introduce the concept of “WebQuest”, which somewhat integrate the concept of “corporative learning” and “learning portfolios”, to construct a new system to help students do their research on specific topics in some disciplines and ,therefore, enrich and upgrade their learning outcomes ( including their learning reports, of course) and diminish the leaning gaps among students. Eighty senior high school freshwomen, in groups, are included in this experiment. By the assessment of webquests by student groups, questionnaires to individual students, and interview with both teachers and some students, the new system is found to be really helpful to enrich the affluence of contents in students’ learning outcomes, help students derive more creative thoughts on the topics they are going through, diminish the leaning gaps among students, and also help teachers know better about what the students really learn on the process. However, this system is not so overwhelmingly helpful on the upgrade of affluence in contents of student learning outcomes. Besides, students with medium or low achievement are the ones who think of this system most helpful and express their willingness to following use; while students with high achievement are not so benefited from this system. Teachers are suggested to afford more useful resources on the internet to help students get more useful information which would affectively help their learning. On the other hand, teachers should be more experienced on the direction of students’ learning to help students even more. |
