專題製作英語繪本故事敘說者問題意識與運思之認知研究

A Study on Cognition of Problem Consciousness and Thinking through English Picture Book Storytelling from a Project-based Learning Course

本論文以臺北市某高職應用英語科專題製作「英語繪本」課程建構為例，探討專題製作的「問題本位學習」特質，以現場觀察、學習單、問卷等質化和量化研究方法，探究高職生作為故事敘說者藉由參與社區小學課程，對小學生朗讀自行創作之英語繪本，啟動問題意識與運思的意義理解過程。研究以Anderson認知層次修訂版作為工具，分析英語繪本敘說與問答時，學生記憶、了解、應用、分析、評鑑、創造的認知訊息流動過程。現場觀察發現高職生整學年透過繪本製作，經歷從察覺問題到問題解決的學習過程；在思考上經歷了解、分析、評鑑及創造等四個認知學習的層次；其認知在「目前認知記憶、了解」的低層次思維技巧，與具有「價值觀評鑑與創造」的高層次思維技巧中流動。質性分析學習單發現學生經歷了解、分析、評鑑到創造的高層次思考歷程；學習到事實知識、概念知識、程序知識、後設認知知識。量化分析問卷結果則得知高職學生認為英語繪本製作過程中對問題的察覺、修正與解決，有助於價值觀的探詢與運用。

"This study uses the course “Project-based learning - English picture book” of a vocational high school in Taipei as an example to explore the characteristics of “problem-based learning.” The qualitative research methods, such as observation, study sheets, and questionnaires are used. It explores how vocational students, as storytellers, read self-created English picture books to elementary school students. The reading process initiates the process of problem consciousness and thinking. The study uses Anderson’s Taxonomy as a tool to analyze the flow of cognition while students remember, understand, apply, analyze, evaluate, create, and narrate the English picture books. The field observation and qualitative analysis show that throughout the school year, high school students, who own both low-level and high-level thinking skills, experience four levels of cognition, including understanding, analysis, evaluation, and creation. Quantitative analysis of the questionnaire results shows that students believe that the awareness, correction and resolution of problems in the learning process are helpful to the inquiry and application of values."