實施杜威理念於小學專題式學習課程：以科技結合美術的海洋教育為例

Implementing Dewey's Philosophy in Project-Based Learning for Elementary Schools: A Case Study of Integrating Technology into Art Education with a Focus on Marine Education

本文為探究杜威經驗即學習的觀點下，以專題式學習之科技融入國小美術課程的海洋教育議題之實施。設計6節課的交叉連桿單元課程，於國小4年級實施，透過課程的實施，讓學生在專題導向的課程中，理解基礎的科技、材料、結構與機構的內容，並實際動手製作體驗。透過國小27位學生學習單紀錄，以及交叉連桿夾具的製作與試用，將學生回覆內容與學習情形分類剖析，另由研究者課程實施間觀察，就國小課程的規劃提供以下建議：（一）專題式課程可能是使學生專注於課程的好方法（二）課程中概念的內涵應具備系統性的知識與學習活動。（三）學習活動的安排宜多鼓勵學生嘗試與分享。（四）評量需設計標準評量表。（五）應規劃充足的反思與分享時間。

This study explores the implementation of marine education through the integration of technology into an elementary school art curriculum, based on Dewey’s perspective that“experience is learning.”A six-lesson unit on linkage mechanisms was designed and carried out with fourth-grade students. Through this project-based curriculum, students were guided to understand fundamental concepts related to technology, materials, structures, and mechanisms, and were engaged in hands-on creation and experimentation. Based on the worksheet records of 27 elementary school students, along with their process of making and testing the linkage clamp, students’responses and learning performances were categorized and analyzed. Additionally, classroom observations during the implementation provided further insights. The study offers the following suggestions for elementary curriculum planning:
(1) Project-based learning may be an effective way to keep students engaged in class;
(2) Conceptual content should be supported by systematic knowledge and structured learning activities;
(3) Learning activities should encourage students to experiment and share;
(4) Assessments should be based on standardized rubrics;
(5) Sufficient time should be allocated for reflection and sharing.