An Action Research on Developing the Instructional Program for Future Imagination about Future Learning Center

• Main Authors: Huang, Yin, 黃尹
• Other Authors: Lin, Weiwen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/32365921779282686580

碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 99 === This research aims to explore how to apply relevant theory to imagine the future and tools to develop future imagination programs to improve students' ability about the future imagination. This instructional program is designed in four phases proposed by Parker(1989), besides, the nine abilities proposed by Hicks(1989) and the cognitive tools proposed by Egan(2005). Expecting to initiate the pupils’ future imaginations for the future appearance and function of school. And the researcher used the action research method to conduct thirteen classes from May, 2011 to June, 2011, with a class of twenty 5th graders in Hopefulness elementary school in Ilan City in the second semester of 2010 academic year. The researcher gathered information, evaluated the performances of the pupils by using tools such as interviews, class observations records, students’ worksheets, and instructors’ notes and self-reflection diaries to be the qualitative data analysis, and using the imagination test as the quantitative data analysis. The findings of this research as followed: I.The design of this instructional program The instructional program for future imagination about"Future Learning Center" is divided into four phases. In the phase of thinking about the future, pupils should enable consider the future possibility, expectations and change through the clues of past and present; The creative imagination should be initiated in the phase of envisioning the future by using the cognitive tools of imagination; In the phase of choosing the future, pupils should practice critical thinking and clarify their values for choosing a preferable future .In the final phase, pupils should have positive changes in their attitudes and stewardship. II. Learning performance about future imagination: The ability of imagination of the pupils is promoted after this instructional program. This instructional program can promote the motivation for envisioning the future, and the abilities of anticipating changes, critical thinking, clarifying values, decision making, creative imagination, building a better world, having a responsible citizenship and stewardship of the pupils. III.Researcher’s professional growth and reflection 1. Enhancing teacher’s individual professional knowledge and skill for “Future Imagination”.Transforming theoretical “Future Imagination” into applicable and practical teaching program. 2.Designing course contents and fulfillment layout of teaching by identifying the students’ entry behavior .Enhancing learning motivation and performance by utilizing diversifying teaching strategies. Based on the above findings, the researchers suggested for the study of teaching practices and future recommendations.