| Summary: | 碩士 === 國立高雄師範大學 === 物理學系 === 87 === Abstract
The will-be implemented "Nine-year Straight Courses" project in 2001 brings teachers new challenges. To cope with such a reformation of flexible courses, all teachers have to introspect themselves, bring their professional autonomy into full play, and discuss the design of flexible courses. This research, programmed by a junior high science teacher, applies the action research approach. lt includes the following four objects.
l.Collect the hands-on materials that associate with student''s living experiences, and discuss how to design flexible courses. 2.Employ the constructive theory into instruction, and explore how to design constructive instructional strategies.
3.Discuss how the constructive flexible courses affect our students.
4.Discuss the process of designing constructive instructional strategies, the improvement of teachers'' instruction and the progress on their professional knowledge.
To design constructive instructional strategies, the choices of research courses emphasize on three main parts: hands-on courses for the first-grade, the "light" and "liquid pressure" for the second-grade. The researcher tries to collect data from the interaction between teachers'' views and the learning community, the observation of classroom instructional activities, and students'' learning. With such efforts, the researcher hopes that these data can help to carry out the discussion and improvement of constructive instruction, to describe the changes of students'' learning and the improvement of teachers'' professional knowledge, and discuss how the flexible courses will affect positive learning environment if we put the constructive instructional strategies into practice.
The results of this research indicate that the design of flexible courses can direct science education to associate with students'' living experiences and evoke stronger learning motivation. As we can see, the implement of constructive instructional strategies directs students to construct their knowledge actively. It also results into positive effectiveness on cognitive, affective, and psychomotor domains that we could not find equal efficacy from the traditional instruction. More important, through the process of instruction and research, the researcher achieves the expected improvement of professional knowledge in the long run.
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