專題製作定位與 教學實務分享 張玉英 ( 士林高商 )

Positioning and Implementation of Project Learning Yuying Chris Chang

Contents 1. Overview 2. Objectives 3. Implementation 4. Rationales 5. My syllabi & class events 6. Students’ feedback & reflection 7. Difficulties 8. Q & A 9. Conclusion

1. Overview 教育部於 94 年職業學校外語群科課程暫行綱 要明文規定：校訂必修科目中需開設符合職 場專業需求之『專題製作』 於 98 年起，外語群科中心開始辦理專題製 作競賽 （執行單位：國立台南高級商業職 業學校） 於 100 年承辦單位：國立台灣科技大學 執行 單位：國立台南高級商業職業學校

2. Objectives Why? What? How?

Your answer? My answer is … To develop students’ independent learning ability To foster students’ cooperative learning attitude To search materials and make use of them from libraries/the Internet To trigger students’ critical thinking about the world To sharpen students’ writing and presentation skill

Most Importantly To integrate what students have learned into a work To build up the skill of doing research at college

3. Implementation Period: 1 year Course: Project (Project-based) Learning Class Time: 2 hours per week Class Place: lab, classroom, cyber classroom (e.g. moodle, blogs) Participants: AFL students (day & night), SLHS Instruction material: handouts (my book)

4. Rationales Information Technology (IT)  open source, malleability (Castleberry, G.T. & Evers, R.B., 2010; Davis et al., 2006) Problem-solving Tasks  motivation, thinking, and learning (Rusbult, 2001) Cooperative learning  independence & social interdependence (Johnson & Johnson, 1999a), Modeling theory  explicitness, standard (Halloun, 2004)

5. My Syllabi 1st semester: research paper writing 2nd semester: oral presentation & video work

video

Classroom Events

Course Blog

Modeling

Appreciation: Students’ Works

Students’ Blog Links

Students' Blogs: To Present Their Works

Independent Learning, Q&A

Independent Learning,Q&A Independent Learning, Q&A

Group Discussion

Presentation Skill

6. Students’ Feedback & Reflection

7. Difficulties Students’ motivation Students’ writing ability Large-size class Lack of time Feelings of loneliness (labor & spirit)

8. Q & A

作專題的過程就如同荀子所言 : 不聞不若聞之，聞之不若見之， 見之不若知之，知之不若行之，學 至於行而止矣。 9. Conclusion Tell me, I forget. Show me, I remember. Involve me, I understand.