國小想像力課程實踐之行動研究

Abstract

本研究旨在透過想像力課程方案之實踐，探討學生在課程中的想像力表現，以及教師在行動歷程中的專業成長情形。 本研究採行動研究法，以基隆市某國小四年級一個班級的學童為研究對象，進行為期三個月的想像力課程。經由行動研究歷程，並依據研究結果與討論，歸納出以下結論： 一、以六種想像技巧設計而成的想像力課程是可行的，可以幫助教師培養學生的想像力。 二、想像力課程方案可以提升學童的想像力表現。 三、研究者透過想像力課程教學行動研究提升自我的專業成長，包括：設計想像課程能力的成長、釐清並解決想像力課程中學生問題的成長以及教師自我省思能力的成長。 最後，根據研究結果與討論，提出具體建議，以供有意實施想像力課程教學者及未來相關研究之參考The purpose of this study is to explore how to practice the Imagination curriculum, and how promoted the Imagination performance to elementary school students. In the meantime, the study also tries to understand what teachers learn in the course of applying the method of curriculum. Employing the action research, the three months study targeted at a class of 4th grade students at one of elementary schools in Keelung City. Through the process of action research, findings and subsequent discussions, major conclusions of the study are as follows: 1) The Imagination curriculum what project by six Imagination skills was practical, and it helped teachers train the Imagination of their students. 2) The Imagination curriculum promoted the Imagination performance of students. 3) Through the process of teaching, the researcher further elevates his own professional skills and personal growth, which include areas of teaching capability, helping identify the problems encountered by students and assist teachers to think over how to hone their teaching skills. Based on the finding and conclusions in the study, some suggestions are made to help teachers who intend to practice the Imagination curriculum to consider or further research.