An Action Research of Project-Based Learning -Fabrication of Graduation CD as An Example.

• Main Authors: Joe-Yuan Young, 楊嘉淵
• Other Authors: YAO-MING CHU
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/61344009834598229341

碩士 === 高雄師範大學 === 工業科技教育學系 === 98 === This research is to explore how project-based learning works in sixth graders’ computer lessons in elementary school. By this research, students’ cooperative learning was observed, their learning difficulties and problem-solving strategies were discussed, and students benefited from PBL by applying information technology. An action research method was adopted, and film making students of four classes in sixth grade in Kaohsiung 「FuFu」 elementary school were subjects in this research. This research was carried out in real computer classes. Data was collected during the researcher’s teaching, observation records, interviews, teaching journals, recording, video taping, questionnaire, and relevant document were also used in the process of research. The following were major findings of this research: 1.The majority of the subjects loved PBL in which students kept highly motivated to accomplish the project by sharing, helping and cooperating. The researcher’s job was to guide the students in PBL, keep them active in participating, create a team atmosphere and well assign each one’s work, therefore, students could work together to finish the project. However, students’ active learning, self-control, expression and communication skills needed improvement. 2.Students became more familiar with the project’s goal, process and outcome through real practice in PBL. But due to different work each student was assigned, their learning thoughts were quite different from one another. Students loved googling for information on internet, but their searching skills needed improvement lest the internet distracted their attention. 3.Learning hours, learning places, and teaching content of PBL should be flexible so the teacher could adjust them if needed. Once adjustments were made in the process of PBL, the teacher should ask for homeroom teachers and parents’ assistance in case PBL influenced students’ other academic performance. 4.PBL made students skilled with information technology equipments and also helped students make a film by means of these equipments and software. However, learning opportunities should be equally shared, and the teacher should help students build correct attitude while using these information technology equipments.