國小課程設計之長期記憶研究－以生命教育課題為例

A study on the long term memory of the course of courses- taking the topic of life education as an example

陳慧霞(Hui Hsia Chen)；鄭雅文(Ya Wen Zheng)

問題導向學習（PBL） ； 多媒體影音（MVL） ； 傳統教學（TCL） ； 課程教材設計 ； 長期記憶 ； Problem-based learning (PBL) ； Multimedia-video learning (MVL) ； Traditional-classroom learning (TCL) ； Course material design ； long-term memory

數位媒體設計國際研討會論文集

第十二屆（2019 / 06 / 14）

368 - 375

繁體中文;英文

現今台灣教育方式中，以多元教學模式討論度最高，不少公私立的國小授課都開始學習效仿，掀起一股熱潮，為了達成教育目的，課程內容設計與操作，實質策劃和手法，更是授課時師生互動的重要橋樑。此種多元教學模式在大學端的設計領域，操作的相當成熟，但小學還在實驗階段，因此本研究目的，1）教學模式的實踐和成果；2）學童的學習成效；3）長途記憶的成果比較。其中教學模式分成三組：問題導向學習（PBL, Problem-based learning）組、多媒體影音（MVL, Multimedia-video learning）組、傳統教學（TCL, Traditional-classroom learning）組進行施測，本研究結果將得到長期記憶成效佳的教學模式以及教學實踐中發現的現象與回饋等，可作為國小在進行多元教學選擇時的考量與依據。

In today's Taiwanese education mode, the multi-teaching model has the highest level of discussion. Many public and private small-scale teaching classes have begun to follow suit and set off a wave of enthusiasm. In order to achieve educational goals, course content design and operation, substantive planning and techniques, An important bridge for teacher-student interaction during class. This kind of multi-teaching mode is quite mature in the design field of the university, but the primary school is still in the experimental stage. Therefore, the purpose of this study is: 1) the practice and results of the teaching model; 2) the learning effect of the schoolchild; 3) the result of long-distance memory Comparison. The teaching mode is divided into three groups: PBL, Problem-based Learning, Multimedia-video Learning (MVL), Traditional-classroom (TCL), and the results of this study. It will be a teaching model with good long-term memory and the phenomena and feedbacks found in teaching practice. It can be considered and used as a basis for multi-teaching choices.