以實作多種教學策略探討激發科學學習動機之行動研究：以國小四至六年級學童為例

Abstract

本研究的重點是希望藉由行動研究實做各種教學策略，用質性方法去了解各種教學策略，激發科學的學習動機效果如何，以學生的觀點來看哪一些教學策略才是他們喜歡的？關於網路資源或網路工具的使用，例如部落格的使用，在實際教學過程中執行起來效果如何？然後在這些教學策略或事件的實施過程中，了解實際上會發生的困難以及應該如何克服與改進，在研究中完成了激發策略效能表雷達圖，發現戶外教學、老師講自己的故事、生活實驗和圖書館時間都是激發效能比較強的教學策略，而網路資源工具的使用，會因為使用機會的多少產生不同的效能，部落格的使用以目前研究者的教學方式下並沒有較強的激發效能。戶外教學制度的改進、改變專題導向式學習的執行方式、解決設備與時間這科技融入教學兩大難題與減輕學生的課後學習負擔是未來努力的方向。

關鍵詞：學習動機、教學策略、科技融入

Abstract

This action research aimed to implement various teaching strategies, use a qualitative method to understand the effect of each strategy in stimulating the motivations for science learning, and find out which strategy is most favorable to students from their perspectives. The effects of Internet resources and tools, such as blogs, on teaching were also investigated. Besides, in the implementation of these teaching strategies or events, the difficulties encountered and methods for improvement were understood. During this research, a radar graph of stimulation performance of the implemented strategies was completed. It was discovered that outdoor teaching, personal stories shared by teachers themselves, life experiment, and library time were stronger teaching strategies with better performances. As to the application of Internet resources and tools, performance would depend on the opportunity for utilization. Under the current teaching methods, the application of blogs did not present a better stimulation performance. The improvement of the outdoor teaching system, change of the PBL execution method, resolution of equipment and time required for technology integration, and alleviation of after-school learning burden on students would be the directions for future improvement.