資訊素養融入國小四年級社會學習領域教學：小小古蹟解說員的培訓研究 Integrating Information Literacy into Fourth-Grade Social Studies: A Student Guide Education for Historical Sites

Abstract

本研究旨在利用Big6模式將資訊素養融入國小社會學習領域「小小古蹟解說員」課程，並探討學生的學習表現，課程實施的困難和因應之道。整個研究進行一年，以協同行動研究法為架構，配合參與觀察、訪談、文件分析，及問卷調查等多元方法。研究結果顯示大部分學生認同此課程，藉由親身體驗古蹟，他們更加了解古蹟的價值。就主題探索的學習表現來說，學生無論在基本能力、古蹟解說和評論提出等方面都有進步。但在口齒、對答等進一步口語表達則仍須再加強。學生基本能力不足，以及學科老師與媒體專家合作不易則是在實踐資訊素養融入教學時，遭遇的兩大難題。因此，發展一套循序漸進的資訊素養融入課程，設計多元且合宜的探索任務，並營造學校老師合作設計融入課程的氣氛是未來須再努力的方向。The purposes of this study are threefold, first, to develop an integrated information literacy in elementary social studies on the basis of Big6 model; secondly, to investigate students’ learning performance; third, to find obstacles and solutions for implementing this curriculum. The collaborative action research is used as a framework in this study, which lasts for a year. Research data are gathered through the methods of participatory observation, interview, document analysis, as well as surveys. The research results show that most students have positive attitudes toward the integrated information literacy curriculum. Through exploring historical sites in person, students are more aware of the value of historical sites. Students are making good progress in basic information literacy skills and commentary on historical sites, while oral expression skills need to be improved. Students’ lack of basic information literacy skills, and few chances for professional collaboration among teachers are two obstacles which impede information literacy being integrated into school curricula. Thus, more research should be conducted to explore these questions, such as developing systematic information literacy instruction, designing appropriate inquiry missions, and creating professional collaboration among teachers in schools.

Keywords

• Information literacy
• Historical sites
• Big6 model
• Collaboration
• Student guide