問題解決導向生活科技活動學習歷程模式之行動研究

The Action Research of Problem Solving Based Learning Model in Living Technology Activities

我國現行中小學階段的科技教育課程，主要多以採用方崇雄（1999）所提出的問題解決導向生活科技活動學習歷程模式為主；然而，由於方崇雄（1999）在發展此一模式所進行的考驗顯示，其理論模式與觀察資料並不適配，故許多教師在運用此一模式時便遭遇許多困難。緣此，本研究主要針對此一模式進行行動研究，並深入探討教師運用此一模式進行教學時所需注意的要點。本研究的研究結果如下：(1)確認與分析問題：需在學習歷程檔案中輔助學生學習分析現有資源、教師須善盡促進者的角色以讓學生確實進行腦力激盪與討論；(2)提出初步構想：未來的教學應該著重培養學生善用圖文並茂的方式以呈現構想；(3)資料蒐集與分析：教師可以額外開放一至二節課到電腦教室或圖書館以蒐集資料，進而訓練學生的資料蒐集能力；(4)構思多種解決問題的方案：教師可以採取限時的方式，或者先讓每一個組員提出自己的構想，再針對構想進行修正，以使構想更為完善；(5)選擇最佳方案：未來需落實構思多種解決問題的方案步驟，才能進而培養學生做決定的能力；(6)開發設計工作：未來需要著重在培養學生系統性規劃工作步驟、工作分配、時間分配、以及各項步驟所需的工具與材料之能力；(7)：測試、評鑑與改進：教師需要幫助學生，使其作品能達成評鑑標準。

When it was mentioned that the technology education curriculum in Taiwan, the problem solving based learning model constructed by Fang (1999) was the most popular one. Meanwhile, the theoretical model, constructed by Fang (1999), did not correspond to the observed data, so when the technology teachers used the model in teaching technology learning activities, they always ran into many difficulties. Therefore, the study focused on exploring the shortcomings by using action research. The final results were as follows: (1) Recognize and analyze the problem: The design of portfolio should be included the guide to analyze usable resources and the teachers should play an important role of facilitator in order to facilitate the brainstorming and discussion between students; (2) Initial idea: The teachers should focus on developing the students’ ability in presenting ideas by graphics and texts; (3) Data collection and analysis: The teachers should design one or two courses for students to collect data and train their ability at the same time; (4) Develop different ideas for problem solving: The teachers should limit the time to develop different ideas, or let the students offer different rough ideas and correct these ideas by team discussion; (5) Choose the best idea: The teachers should implement the step of developing different ideas for solving problem, and then they can develop the students’ ability in decision-making; (6) Concrete design work: The teachers have to focus on developing the abilities of planning working steps systematically, task distribution, time distribution, and preparing the tools and materials in each steps; (7) Test, evaluation and improvement: The teachers should do their best to help students correct their products in order to pass the evaluation criteria or performance better.