以數位說故事實踐知識翻新理論 於國小中年級社會科課程之行動研究;An Action Research on Applying Digital Storytelling to Implement Knowledge Building Theory in Middle Grades Social Studies Curriculum of Elementary School

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Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/98379

Title:	以數位說故事實踐知識翻新理論於國小中年級社會科課程之行動研究;An Action Research on Applying Digital Storytelling to Implement Knowledge Building Theory in Middle Grades Social Studies Curriculum of Elementary School
Authors:	陳嘉襄;Chen, Chia-Hsiang
Contributors:	網路學習科技研究所
Keywords:	行動研究;合作探究學習平台;數位說故事;口語表達;教師專業成長;action research;collaborative inquiry learning platform;digital storytelling;oral expression;teacher professional development
Date:	2025-07-16
Issue Date:	2025-10-17 12:42:21 (UTC+8)
Publisher:	國立中央大學
Abstract:	這次行動研究的核心目標是引導學生認識家鄉與周遭環境，提升學習的參與度與主動性。研究對象為我與任教的30名學生，於六週內共實施十八節社會科主題探究課程，結合數位說故事與Knowledge Building理念，每個教學循環後，我會根據學生表現與回饋調整課程設計與策略，我也會根據課堂觀察、學生回饋與成果進行分析。在這段行動研究中，我不僅看見學生的學習轉變，也重新思考自己的教學信念。我逐漸意識到，教師的角色不只是知識的傳遞者，更應是陪伴學生學習的夥伴。在課程設計方面，從以教師為中心轉向尊重學生興趣與選擇，學習不該只是知識的累積，更應激發學生的好奇與表達欲，我因此逐步建立一套更貼近學生節奏與興趣的課程安排。這次實踐經驗讓我深刻體會「觀察學生學習歷程」的重要。我學會從學生的角度出發，觀察他們的需求與興趣，我學會放慢腳步，讓學生主動提問、觀察與建構，我從學生的學習歷程中看見成長，也與他們共同經歷學習的改變。 ;The core goal of this action research was to guide students in recognizing their hometown and surrounding environment, thereby enhancing their learning engagement and sense of initiative. The research subjects were myself and the 30 students I teach. Over a period of six weeks, a total of 18 social studies-themed inquiry lessons were implemented, integrating digital storytelling and the principles of Knowledge Building. After each teaching cycle, I adjusted the course design and strategies based on students′ performance and feedback. I also conducted analyses based on classroom observations, student reflections, and their learning outcomes. Throughout this action research, I not only witnessed changes in students′ learning but also reexamined my own teaching beliefs. I gradually realized that a teacher′s role is not merely to transmit knowledge, but to be a partner who accompanies students in their learning journey. In terms of curriculum design, I shifted from a teacher-centered approach to one that respects students′ interests and choices. Learning should not only be about accumulating knowledge—it should also spark students′ curiosity and desire for expression. As a result, I began developing a curriculum that better aligns with students′ pace and interests. This experience deepened my understanding of the importance of "observing students’ learning processes." I learned to see from the students’ perspectives, to observe their needs and interests, and to slow down and allow them to take initiative—to ask questions, observe, and build knowledge. Through their learning journeys, I witnessed growth and experienced the transformation of learning together with them.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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