Jiàoyù zīliào yǔ túshūguǎn xué (Mar 2012)
資訊素養融入國小二年級社會學習領域「我們的社區」主題探究:以 Super3 模式為例 Integrating Information Literacy into Second-Grade Inquiry Learning Using the Super3 Model: An Example of Our Community in Social Studies
Abstract
本研究旨在利用Super3模式將資訊素養融入國小二年級社會學習領域的「我們的社區」主題探究課程,以探討學生的資訊素養學習表現,及在此融入課程中學科內容的低層次與高層次學習表現。此融入課程是依照Super3資訊素養模式設計,從計畫階段的定義問題開始,進入找尋及統整資料的執行階段,最後以自我評量反省為終了。整個研究進行五週,以協同行動研究法為架構,配合參與觀察、訪談、測驗與文件分析等多元方法蒐集資料。研究結果發現經由Super3模式探究活動,在老師的引導下,大部份二年級學生可以提出值得探究的問題;全體學生製作的QA書可達到「還不錯」的標準;只要是學生自己撰寫的內容,都可以口頭報告出來;會根據評量規準較客觀地自評自己的表現。學生在社會學習領域的低層次與高層次學習表現也皆有顯著的進步。最後本研究提出五項建議供未來研究參考。The purpose of this study was to investigate the students’ performance of information literacy and subject contents on an integrated information literacy instruction in the second-grade social studies curriculum. The curriculum was designed based on the Super3 model which includes plan, do and review phases. The study lasted for five weeks, and data was gathered through participant observation, interviews, test, and document analysis. The results showed that most students could pose inquiring questions; all of the learning products reached the normal standards; students could report orally what they wrote and evaluate themselves objectively. Second-grade students’ social studies learning both on memory and comprehension was significantly different through inquiry learning. At last, five suggestions were proposed for future research.
