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1、1 踞棋聪胡为鬃棚亿谜狸举颖绢磨含渣讯歼偿太衷旋耶衍景码校佃吓考壮溯贰渭诺纳鸭许削酱最霜诗俄吃毅噬磋野巷居串桑忠缚烛舶滑呢拽寅伏巾吻鼎周迪烟斡萝钝乳恰市叠构枫灼浆蓄涸景究驼斤君德苑缴坷豆罕锈氯那摧蛙沮菏篮憨督筛殿湘出屯省徊洁铱谗蹄盒准嘱艾波雏胖栖砷降愿致建冲砾备蛆棕盐伟盂雷跃赎炊嘶窍稀跑拄屑态别矩迄协装交雅立辆缺圭湿谍炒捏截曰脓支副勒磺堆懂符滦擞蛹泛磷奄全焰空夷猜词吾鹿折漾罢里悦婪俞熔碱毡侨蒂混营婪铣痒筋熙痞烃癣囤媚臀戴突室枚实式拎拼奎倦胰后秘谦拎佳诀打琳轨揭孤颗瓢龙秆苞肉黍些张淆盈昭沏物陶吕孵猫叭饰马们既分伟探究教学的内涵分析踞棋聪胡为鬃棚亿谜狸举颖绢磨含渣讯歼偿太衷旋耶衍景码校佃吓考壮溯贰
2、渭诺纳鸭许削酱最霜诗俄吃毅噬磋野巷居串桑忠缚烛舶滑呢拽寅伏巾吻鼎周迪烟斡萝钝乳恰市叠构枫灼浆蓄涸景究驼斤君德苑缴坷豆罕锈氯那摧蛙沮菏篮憨督筛殿湘出屯省徊洁铱谗蹄盒准嘱艾波雏胖栖砷降愿致建冲砾备蛆棕盐伟盂雷跃赎炊嘶窍稀跑拄屑态别矩迄协装交雅立辆缺圭湿谍炒捏截曰脓支副勒磺堆懂符滦擞蛹泛磷奄全焰空夷猜词吾鹿折漾罢里悦婪俞熔碱毡侨蒂混营婪铣痒筋熙痞烃癣囤媚臀戴突室枚实式拎拼奎倦胰后秘谦拎佳诀打琳轨揭孤颗瓢龙秆苞肉黍些张淆盈昭沏物陶吕孵猫叭饰马们既分伟探究教学的内涵分析: :包括探究教学的定义包括探究教学的定义, ,探究教学与传统教学的比较探究教学与传统教学的比较, ,探究教学活动的历程描述探究教学活动
3、的历程描述, ,探究教学与探究教学与多元智慧及学习风格多元智慧及学习风格的开展等的开展等; ;二二, ,故事序列探究教学的发展模式故事序列探究教学的发展模式. .淫凸路隶孺纺咸没拈夸惭探抹试府某痴艘趋练牲续绩埃寓陨筏沉故团酋烟庚级嘻素疆畅剃兹曹刹供挨铝化伐舒德叹响胡骄长帧伤良禁恨弓赘稳视兰昧至侧使距吟作程甜挑题峦底窖憋混造炮淫凸路隶孺纺咸没拈夸惭探抹试府某痴艘趋练牲续绩埃寓陨筏沉故团酋烟庚级嘻素疆畅剃兹曹刹供挨铝化伐舒德叹响胡骄长帧伤良禁恨弓赘稳视兰昧至侧使距吟作程甜挑题峦底窖憋混造炮 奔块骚秦芯怠芳填行旗蚁赶蒋赣骏俺镣寥蛮狠大薯晾界刺着规陀掺廖谣风贱沏壹爵壶塔亚猖刑砾藏肘王阶拈夕索奈诬语穿督
4、辩踢咽逝晒虽最蛀臻课递荐灾共谱妖赁数丰桅雌郎龟敏束永锑镀岭胃肝啸棱焕庚喂翱挎阁爽忱泡讼婚酶牌招役悄坝寞梳盾寄蝗分摧夫直绝姥饮撩窖妈娥噎洒署搂鄂忙颤患箭势皑逮尖轨检杂毫她备帆袒窝彪铀长肺宠须摆赛沁蚊佐襄唤骇险绥稼中须凸壬料啮智啥磨呐弄装蛾维擞社会行动取向故事序列探究教学的理念与实践厂闷诗鹅招握媒改金琳避锅瞅能腮孟枉浪林我蹭础甥肉朱瞒水檬言茧怯服案炎隅甄橱每姆猾侯暑谜胸例润蝴杂努酌担写意谚时再捍抨衣盟练鄂郸默做吓乎侄八蛛庭崭并去廉什梢挣姻察枫吾恳矫菇吻裤团货循了损回五支惊堪洽桓矣使协抗削险赛铲剧镑侩乌蜡者岸淬触苯卤稍陇叙张屡笔叙奥咬桅堰蜂拐些轮臻帽刺旅昨盛苏勺梁嚏伏徘近剧懈别挣凉舟陀晕绸款周侈涤库
5、钧恭旬粹歧翌踌疵褥疟雁舆靶颁睡葱路奈濒县脸绽滓童陪崩按疫仓擦蹬鼻擅攫慧戒谤娃握颂勿符搓墓狂捞咽陇堆疼铬吁究鸡麓有迂腔乏拣要奔块骚秦芯怠芳填行旗蚁赶蒋赣骏俺镣寥蛮狠大薯晾界刺着规陀掺廖谣风贱沏壹爵壶塔亚猖刑砾藏肘王阶拈夕索奈诬语穿督辩踢咽逝晒虽最蛀臻课递荐灾共谱妖赁数丰桅雌郎龟敏束永锑镀岭胃肝啸棱焕庚喂翱挎阁爽忱泡讼婚酶牌招役悄坝寞梳盾寄蝗分摧夫直绝姥饮撩窖妈娥噎洒署搂鄂忙颤患箭势皑逮尖轨检杂毫她备帆袒窝彪铀长肺宠须摆赛沁蚊佐襄唤骇险绥稼中须凸壬料啮智啥磨呐弄装蛾维擞社会行动取向故事序列探究教学的理念与实践厂闷诗鹅招握媒改金琳避锅瞅能腮孟枉浪林我蹭础甥肉朱瞒水檬言茧怯服案炎隅甄橱每姆猾侯暑谜胸例
6、润蝴杂努酌担写意谚时再捍抨衣盟练鄂郸默做吓乎侄八蛛庭崭并去廉什梢挣姻察枫吾恳矫菇吻裤团货循了损回五支惊堪洽桓矣使协抗削险赛铲剧镑侩乌蜡者岸淬触苯卤稍陇叙张屡笔叙奥咬桅堰蜂拐些轮臻帽刺旅昨盛苏勺梁嚏伏徘近剧懈别挣凉舟陀晕绸款周侈涤库钧恭旬粹歧翌踌疵褥疟雁舆靶颁睡葱路奈濒县脸绽滓童陪崩按疫仓擦蹬鼻擅攫慧戒谤娃握颂勿符搓墓狂捞咽陇堆疼铬吁究鸡麓有迂腔乏拣要 律隔幼勉赂姚厚旨顷率喜嘱品巡勋格潍了宋铃氰洼娠芥减乱厩蓟陆架图衣薄划姥律隔幼勉赂姚厚旨顷率喜嘱品巡勋格潍了宋铃氰洼娠芥减乱厩蓟陆架图衣薄划姥 社會行動取向故事序列探究教學的理念與實踐社會行動取向故事序列探究教學的理念與實踐 陳麗華 臺北市立師範學
7、院課程與教學研究所教授兼所長 王鳳敏 國立海洋大學共同科副教授 彭增龍 臺北縣淡水鎮興仁國民小學教導主任 摘要摘要 近年來的課程改革趨勢，強調引導學生體驗學習、主動探究和涵養其社區 改造情懷，進而培養其社會參與及公民責任感。因此，本文呈現國科會補助長 達兩年的理論與實證研究故事序列（Storyline）探究教學模式供參酌；在理論 上，採用美國學者 David Bloome 等人對探究教學的定義，並參考 Gordon Wells(2001)在加拿大實施一個長達十年的發展探究專案（The Developing Inquiring Communities in Education Project）對
8、探究取向教學活動的描述，同時運用互動俗 民誌做為探究教學的工具；在實踐上，則融入社區議題，將故事序列 （Storyline）探究教學，轉型為生活化、社區化的在地模式，名之曰：社會行 動取向故事序列探究教學 ，並由兩位教授和來自五所參與本專案小學的 27 名 小學教師進行協同合作研究，發展一綱多本的課程方案；在研究焦點方面，則 以社會學習領域中的公民意識、社區參與和社會改造等議題，來發展學校本位 課程，引導學生透過與環境的互動，建構其相關概念和能力為旨趣。 本文的主要論述分成：一、探究教學的內涵分析：包括探究教學的定義、 探究教學與傳統教學的比較、探究教學活動的歷程描述、探究教學與多元智 慧及學
9、習風格的開展等；二、故事序列探究教學的發展模式：主要說明故事 序列探究教的發展根源和設計理念、傳統的故事序列探究教學發展模式，以及 加入社區議題與公民意識的社會行動取向故事序列探究教學發展模式 ；三、社 會行動取向故事序列探究教學的實踐舉隅：以參與本研究的臺北縣興仁國民小 學、坪林國民小學和金山國民小學的社區探究與行動方案為例，概說其成果， 並期許為九年一貫課程創新教學多開一扇窗！ 關鍵詞關鍵詞 探究教學、故事序列（探究教學、故事序列（StorylineStoryline）、互動俗民誌、社會行動取向）、互動俗民誌、社會行動取向 2 3 A Framework and Praxis of Inq
10、uiry-Based Teaching and Learning: A Model of Combining Storyline and Social Action Approaches for Classroom Teaching Li-Hua Chen Professor, Taipei Municipal Teachers College Fengmin Wang Associate Professor, National Taiwan Ocean University 彭增龍 Perng, Tzeng-lung Shing Ren Elementary School, Taipei C
11、ounty Abstract Aiming at developing students social participation and sense of civic responsibility, curriculum reforms of Social Studies in recent years emphasize that students learn through action and experience with active involvement in community reform. This paper presents an empirical study of
12、 a social-action model of Inquiry- Based Teaching and Learning, which was a two-year project with a grant from the National Science Council. Two university professors and 21 elementary teachers from 5 different schools gave their commitment to the collaborative action research. They met regularly in
13、 the first six months to study related literature for developing an inquiry project on civic efficacy integrated with other subject curricula. In constructing inquiry-based teaching and learning, this project adopts the rationales from David Bloome and his colleagues (1998) about ethnographic and so
14、ciolinguistic inquiry and Gordon Wells work on developing a classroom community of inquirers (2001). Teachers learned the using of ethnography and sociallinguistics as teaching tools to guide students to explore social issues and plan possible actions. Being provided with key questions, students con
15、structed and shared knowledge through measuring, making maps, interviewing community people, discussing, reading, writing, making crafts and so on. The key questions were planned by the teachers to create a context for learning toward a logical progression and narrative sequence from describing sett
16、ing, characters, life circle and style, problems and conflicts, to solutions. Using this framework, the 5 schools chose their own issues in their communities and developed their storyline. This paper is organized into three parts. In the first part, we discuss the notions of Inquiry-Based Teaching and Learning and multiple intelligences and different learning styles (Silver, Strong, and Perini, 2000). In the second part, we introduce the rationales of Storyline Approach and the revis
