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篇名 |
設計思考應用於專題探究課程的教學實踐:以引導國中生形成探究問題為例
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並列篇名 | Teaching Practice of Applying Design Thinking in a Project-based Learning Course: Facilitating Junior High School Students in Developing Inquiry Topics |
作者 | 李姍靜、林威廷 |
中文摘要 | 專題探究課程中之「形成探究問題」階段須經歷發散思考與收斂思考,是師生最初共同經歷且具挑戰性的階段。本文以「設計思考」的視角指出學生小組共同決策時會經歷掙扎區(Groan Zone)的不確定性,以及教師適時的介入引導對學生專題進程的重要性。其次介紹教師作為引導者如何設計一系列引導活動作為檢核點,協助學生以團隊合作的方式形成探究問題。最後從學生的反思紀錄提出教學實踐後的省思與啟示:一、肯定學生的情緒感受並轉化為學習動力。二、留意掙扎區的出現並適時介入引導。三、教師作為引導者幫助學生概念化探究問題。 |
英文摘要 | Developing an inquiry topic for a project-based learning course requires both divergent and convergent thinking. This is a challenging stage that teachers and students encounter at the outset. Through the perspective of design thinking, the authors point out that students as a team experience uncertainty in Groan Zone when making collaborative decisions, making a teacher’s intervention and facilitation significant to students’ project progression. The authors then explain how teachers, as facilitators, designed a series of activities as checkpoints for students in a team-based collaboration. Finally, based on students’ discussions and reflections, the authors discuss the implications for teachers: 1) Acknowledge students’ emotions and transform them into learning motivation. 2) Recognize the Groan Zone and intervene in the discussion whenever necessary. 3) Facilitate students’ discussion by conceptualizing their inquiry topics. |
起訖頁 | 047-063 |
關鍵詞 | 專題探究課程、掙扎區、教師即引導者、設計思考、project-based learning course、Groan Zone、teacher as facilitator、design thinking |
刊名 | 教育研究月刊 |
期數 | 202310 (354期) |
出版單位 | 高等教育出版公司 |
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