培養問題意識的學習方法：探究與實作的行動研究

Learning Methods to Cultivate Problem Awareness: An Action Study of Inquiry and Practice in Geography

本文旨在探究「探究與實作」課程中，多數教師難以掌握的課程初始單元「發現問題」。學生若能針對有興趣的議題，帶著問題意識去探究；而解決問題的過程中，學生能將學習的知識、技能加以應用，達到學習遷移的目的，這是十二年國民基本教育所欲培養的核心素養，以及終身學習者的圖像。因此凡事起頭難，能否成功引導發現問題、培養問題意識，攸關探究與實作課程實踐的深度，但如何引導學生「問一個好問題」，產生可以持續探究的問題意識，往往是現場老師們較為陌生的教學模式。
因此，本文以行動研究為取徑，以設計一套能有效引導學生發現問題、建立有意義問題的學習方法為目的。首先以初次教學作為先期研究，發現學生先備知識、生活經驗、對課程認同等都會影響提問動機與問題意識之產生。研究者經過反思，針對問題修正教學活動，並試圖針對不同學生，調整學習活動之情境，以檢視此學習活動是否能培養學生之問題意識。接著在正式課程中透過實驗組與對照組的教學，檢視此學習方法是否有效協助學生培養問題意識。
研究結果發現，實驗組的課堂學習氣氛受到分組合作學習模式的引導，專注程度遠較採用講述法的對照組還要高。而評量結果，實驗組明顯比較會問問題，在觀察能力、蒐集資料能力、提出解決問題能力的指標有較佳表現，尤其非選擇題都能寫出比對照組還要概念化且清晰的答案。而受限時間，本文也建議未來針對探究與實作課程的檢視，可做整個學期的後續研究。

This article explores the “discovery problems” in the initial unit of the “Inquiry and Practice” course, which is difficult for most teachers to master. If students can explore the topics they are interested in with problem awareness, then students can apply in the process of solving problems the knowledge and skills they have learned to achieve the purpose of learning transfer. This is what the 12-year national basic education desires: that the core competencies are cultivated, and the image of lifelong learners is conceived. Whether it can successfully guide the discovery of problems and cultivate problem awareness is related to the depth of inquiry and practical curriculum practice. However, how to guide students to “ask a good question” and generate problem awareness that can be continuously explored is unfamiliar to many teachers.
Therefore, this article takes action research as the main method and aims to design a set of learning methods that can effectively guide students to discover problems and establish meaningful problems. First of all, the pilot teaching is used as case study, and it is found that students’ prior knowledge, life experience, and recognition of the curriculum will affect the generation of questioning motivation and problem awareness. After reflection, the researcher corrected the teaching activities in response to the problems, and tried to adjust the context of the learning activities for different students, in order to examine whether the learning activities can cultivate students’ problematics. Then in the formal course, through the teaching of the experimental group and the control group, examine whether this learning method is effective in helping students develop problematics.
The results of the study found that the classroom learning atmosphere of the experimental group was guided by the group cooperative learning model, and the degree of concentration was much higher than that of the control group using the telling method. As for the evaluation results, the experimental group is more likely to ask questions, and has better performance in observation ability, data collection ability, and problem-solving ability. In particular, non-choice questions were written in a better conceptual manner and clearer answers were formulated by the experimental group. With limited time, this article also suggests that future inspections of inquiry and practical courses can be used for follow-up research throughout the semester.