The Development of Teachers'' Guide integrated with Big 6 skills Approach for Elementary School Curriculum Domain "Social Science "

• Main Authors: Chen-Kuan Pan, 潘承冠
• Other Authors: Chiung-sui Chang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/j3t6u4

碩士 === 淡江大學 === 教育科技學系碩士班 === 96 === Living in an increasingly complex world, which also called Information Age, we have to handle a lot of information in our daily life and also had better try to get familiar with new technologies. For this reason, everyone should have some new competence to adapt the new world. According to the needs for this kind of world, we have to put some emphasis on the schooling; and further, taking schooling as the key to make the children competent. Social science is one of the essential subjects in elementary school and including all the matters in our day life such as culture, society, history, economy, and geography. Comparing the needs from the new world with the goal of school education, the researcher wants to assist elementary school students in advancing their learning competence in order to adapt the Information Age. Accordingly, the researcher chooses information problem solving as the topic and expects that students would develop their own problem solving skills through the learning activities. The goal has been defined, and choosing the Big 6 will be fine. Big 6 is a kind of teaching strategy which helps teachers to design a series of learning activities in order to delivery a solid track of the thoughts for solving information problem. In the research, the researcher organizes a framework for Big 6 skills by going through the literature. According to the framework, then, the researcher develops a sample of learning activity. On the other hand, the researcher also tries to develop a teachers’ guide integrated with Big 6 skills for the teachers who teach in social science in elementary school. The work of developing a teachers’ guide integrated with Big 6 skills has been divided into three parts: analysis, develop, and evaluate. In the guide book, the researcher combines the literature in Big 6 with the thought in designing the sample activity, and expects that the guide book would highlight the diversity of the theories which has organized through the literature and thoughts in practice. More over, the researcher also develops some forms as samples for teachers to transform. The teachers who had evaluated the guide book reflect that some of them do not understand the description of the Big 6 from the literature, and also suggest that the researcher may had better to design a workable process which teachers can just follow it step by step. However, there are more teachers agree that the guide contains the basic spirit of the Big 6, diversity of the practical ways stated in literature, thoughts in sample designing, and some useful forms. In brief, the guide book would help they design similar learning activities for elementary school students.