支援學生進行科學專題研習:個案研究

鄭美紅, 張麗雯

Research output: Contribution to journalArticle

Abstract

香港近年的課程改革政策積極提倡專題研習這種學習策略,認為可透過這種自主學習模式,發展學生的語言能力和共通能力,以配合新世紀的社會需要。本文以一所中學作個案研究,探討教師和學校支援學生進行科學專題研習的經驗和成效。除利用開卷調查學生活動前、後對專題研習的想法外,亦從檢討會議分析教師在活動策劃和推行過程中的工作,了解教師如何協助學生體驗自主學習。
The recent curriculum reform policy in Hong Kong advocates the use of project learning. It is believed that project learning is a self-regulated learning strategy which can develop students' language ability and generic skills as required by the new millennium. This paper reports a case study of a secondary school in Hong Kong which investigates the process and results of how the school teachers supported their students to conduct science projects. Questionnaires were designed to understand the students' perceptions on project learning before and after the activity, while teachers' responses in the evaluation meeting were also analysed to look into the ways they supported the students to experience self-regulated learning.
Copyright © 2006 優質學校教育學報.
Original languageChinese
Pages (from-to)77-90
Journal優質學校教育學報
Volume4
Publication statusPublished - Apr 2006

Citation

鄭美紅和張麗雯(2006):支援學生進行科學專題研習:個案研究,《優質學校教育學報》,4,頁77-90。

Keywords

  • Secondary Education
  • Theory and Practice of Teaching and Learning
  • Alt. title: Supporting students in conducting science projects: A case study of a secondary school