結合Big Six 技能與線上自律學習模式之學習策略-以社會科主題探究活動為例

A Learning Strategy using the Big Six Skills and the Self-Regulation Model: A Theme-Based Learning Activity in a Social Science Course

網路科技發展的時代，學生必須懂得運用網路資源，並具備蒐集、分析、整合資訊的能力。在九年一貫課程的規劃中，亦揭示培養學生解決問題與自我探索的能力重要性。本研究以Big6 資訊搜尋技能為教學策略，自律學習循環模式為學習輔助鷹架，透過自律學習態度及習性的建立，培養學生解決問題的能力。為了驗證提出的學習模式，本研究以部落格進行線上自律學習，並以社會領域學習活動進行實驗。實驗結果發現，結合Big6 技能與自律學習機制，有助於提昇學生在社會領域的學習成就表現，並對於其學習態度有顯著的幫助。

In this time of vigorous development in network technology， students must understand the utilization of network resources， and possess the abilities of collecting， analyzing and abstracting data from multiple sources. In line with the Grade 1-9 Curriculum in Taiwan， the importance of training students' abilities of problem solving and self-exploration is paramount. This study takes the Self-Regulation approach as learning scaffolding， in the context of Social Science learning activities， to assist the students to effectively utilize the Big Six Skills as the web-based information-seeking strategy for solving problems. By learning the Big Six Skills， students can be trained in critical thinking and the ability of seeking information for problem solving. In addition， the Self-Regulation approach can assist students to recognize their own potential， and then foster the habits of introspection and Self-Regulation. The outcome of this study shows that utilizing the combination of the Big Six Skills and Self-Regulation as a teaching strategy can promote students' learning efficiency in a Social Science course. Moreover， students also had significantly positive attitudes toward the course.