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應用辯論於國小六年級社會學習領域教學:為提升學生的資訊素養 Using Debate in the 6th Grade Social Studies: Promoting Student Information Literacy

Author(s): Lin Ching Chen

Journal: Journal of Educational Media & Library Sciences
ISSN 1013-090X

Volume: 47;
Issue: 4;
Start page: 499;
Date: 2010;
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Keywords: Social studies | Information literacy | Debate | Social action | Big6

本研究旨在探究將辯論應用於國小六年級社會學習領域教學,以提升學生資訊素養和學科內容理解的可行性。研究者與資訊素養老師和社會老師根據社會課本單元以「應立法保護複製人的存在」和「網路對小學生的影響是利大於弊」為辯題,讓學生進行兩次辯論活動。辯論活動的引導均依照Big6資訊素養模式,由釐清問題開始,再思考尋找資訊的策略,之後進入取得、使用與統整資訊的過程,最後舉辦正式的班級及班際辯論競賽。末了,引導學生評估自我的學習過程與結果,並根據辯論結果,設計此議題可行的社會行動方案。整個研究進行一學期,主要以參與觀察、訪談及文件分析等方法來蒐集資料。研究結果發現經由Big6模式,辯論可應用於社會學習領域教學;藉由教師間的協同教學,可讓辯論活動及後續的社會行動更容易實踐於課程。另外,有系統的資訊素養課程規畫與推廣也是不可忽視的課題。The purpose of this study was to investigate the possibility of applying debate in the 6th grade social studies to promote students’ information literacy and their understanding of the subject matters. The debate topics, which came from the 6th grade social studies textbook, were “Should the legislation protect human cloning” and “If the Internet brings more good than harm to elementary students”.The debate activities were designed on the base of the Big6 information literacy model. It comprises six stages which are Task Definition, Information Seeking Strategy, Location & Access, Use of Information, Synthesis, and Evaluation.This study lasted a semester, and the data was gathered through participant observation, interviews, and document analysis. The results showed that debate could be used in the 6th grade social studies curriculum. Through collaboratively designing debate activities between teachers, it is easier to integrate information literacy instruction into the curriculum. Furthermore, to systematically design the information literacy curriculum is another important issue.
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