Thomas, J. W. 2000. A review of research on PBL. http://www.
bobpearlman.org/BestPractices/PBL Research.pdf (accessed February
28, 2009).
專題導向的效益
According to teachers' self-reports, experience with Project-Based Learning activities had a variety of positive benefits for students including attitudes towards learning, work habits, problem-solving capabilities, and self esteem.
In summary, the authors state that:
" Students, working both individually and cooperatively, feel empowered when they use
effective work habits and apply critical thinking to solve problems by finding or creating
solutions in relevant projects.
In this productive work, students learn and/or strengthen their work habits, their critical thinking skills, and their productivity.
Throughout this process,
students are learning new knowledge, skills and positive attitudes." (p.8)
根據教師的自我報告，經驗與基於項目的學習活動進行了各種積極的福利，包括學生對學習的態度，工作習慣，解決問題的能力，和自尊。
總之，作者指出：
“同學們，單獨和協同工作，當他們感到授權使用
有效的工作習慣和運用批判性思維，解決問題通過尋找或創造
解決方案相關的項目。
在這種富有成效的工作，學生學習和/或加強自己的工作習慣，他們的批判性思維技能，以及他們的生產力。
在整個過程中，
學生在學習新的知識，技能和積極的態度。“（第8頁）
認知心理學方面更有多支研究取向支持專題學習的活動發展，包括動機、專家、情境因素、與科技等四方面的研究取向(Thomas, 2000:6-8)
原文
Research on Cognition: Challenge, Choice, Autonomy, Constructivism, and Situated
Cognition
There are a number of strands of cognitive research cited in support of classroom research and development activities in Project-Based Learning.
These strands can be divided into research on motivation, expertise, contextual factors, and technology.
Research on motivation includes research on students' goal orientation and on the effect of different classroom reward systems.
All things being equal, students who possess a motivational orientation that focuses on learning and mastery of the subject matter are more apt to exhibit sustained engagement with schoolwork than students whose orientation is to merely perform satisfactorily or complete assigned work (Ames, 1992).
Classroom reward systems that discourage public comparability and favor task involvement over ego-involvement and cooperative goal structures over competitive goal structures tend to reduce ego threat on the part of students and encourage a focus on learning and mastery (Ames, 1984).
Accordingly, Project Based Learning designs, because of their emphasis on student autonomy, collaborative learning, and assessments based on authentic performances are seen to maximize students' orientation toward learning and mastery. Additionally, Project-Based Learning designers have built in additional features such as variety, challenge, student choice, and non-school-like problems in order to promote students' interest and perceived value (Blumenfeld et al., 1991).
Another strand of research on cognition that has influenced Project-Based Learning designs has been research on experts and novices.
This research has not only revealed the importance of metacognitive and self-regulatory capabilities on the part of experts, but also the absence of planning and self-monitoring skills on the part of inexperienced and young problem solvers (Bereiter & Scardamalia, 1993; Glaser, 1988).
Accordingly, the way to insure that young children become proficient at inquiry and problem solving is to simulate the conditions under which experts master subject matter and become proficient at conducting investigations (Blumenfeld et al, 1991). This has also led to recommendations for shifting the major portion of instruction in schools from teacher-directed, teacher-assigned "schoolwork" with its emphasis on comprehension, to student-initiated, goal-driven, independent, "intentional learning" models with an emphasis on knowledge building (Bereiter & Scardamalia, 1987; Scardamalia & Bereiter, 1991).
Research on experts and novices has also given practitioners ideas for enhancing students' ability to benefit from Project-Based Learning, primarily through the introduction of varieties of "scaffolding" (learning aids, models, training strategies) intended to help students become proficient at conducting inquiry activities.
"The master-apprentice relationship is used as an analogy for the teaching-learning situation...like masters, teachers should scaffold instruction by breaking down tasks; use modeling, prompting, and coaching to teach strategies for thinking and problem solving; and gradually release responsibility to the learner" (Blumenfeld
et al., 1991).
For example, "cognitive apprenticeship" (Collins, Brown, & Newman, 1991) is a model for teaching and learning in which students: (a) learn the "crafts" of subject matter areas such as mathematics, writing, and reading in the identical context that they would be expected to use these skills in later life; (b) receive a large amount of practice; (c) learn from experts who would model the skills and then give feedback to students as they practice them; and (d) receive an emphasis on the acquisition of metacognitive skills useful for applying the to-be-learned skills.
The influence of contextual factors on cognition has also engendered a good deal of research and has, according to the citations in PBL research, had an important influence on the authenticity and autonomy elements of Project-Based Learning. According to research on "situated cognition," learning is maximized if the context for learning resembles the real-life context in which the to-be-learned material will be used; learning is minimized if the context in which learning occurs is dissimilar to the context in which the learning will be used (Brown, Collins & Duguid, 1989).
Additionally, research on contextual factors has led to the recommendation that, to the extent that it is important for students to be able to apply what they learn to solve problems and make decisions, instruction be carried out in a problem-solving
context.
Learning that occurs in the context of problem solving is more likely to be retained and applied.
Such learning is also seen as being more flexible than the inert knowledge that is
acquired as a result of more traditional didactic teaching methods (Boaler, 1998b; Bransford, Sherwood, Hasselbring, Kinzer, & Williams, 1990).
2010年4月20日 星期二
Using Developmental Supervision To Improve Science and Technology Instruction in Israel論文評析
Barak, M., Pearlman-Avnion, S. & Glanz, J.: 1997, ‘Using Developmental Supervision to
Improve Science and Technology Instruction in Israel’, Journal of Curriculum and
Supervision 12(4), 367–382.
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A brief narrative description of the journal article, document, or resource. Discusses an Israeli study examining the professional development of physics, electronics, and mechanics teachers. Examines whether an externally developed school improvement model could customize the supervision process to each school system and academic discipline's needs. Carl Glickman's developmental supervision model succeeds in identifying each teacher's starting point, tracing the supervision process, and describing outcomes. (30 references) (MLH)
簡要敘述說明該雜誌的文章，文件，或資源。
討論了一個以色列研究的專業發展研究物理，電子和機械教師。
檢查是否外部開發學校改善模型可以自定義的監督程序，以每所學校的制度和學科的需要。
卡爾格利克曼的監管模式取得成功的發展在確定每個教師的出發點，跟踪監督的過程，描述結果。 （參考文獻 30篇）（雜木）
Improve Science and Technology Instruction in Israel’, Journal of Curriculum and
Supervision 12(4), 367–382.
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簡要敘述說明該雜誌的文章，文件，或資源。
討論了一個以色列研究的專業發展研究物理，電子和機械教師。
檢查是否外部開發學校改善模型可以自定義的監督程序，以每所學校的制度和學科的需要。
卡爾格利克曼的監管模式取得成功的發展在確定每個教師的出發點，跟踪監督的過程，描述結果。 （參考文獻 30篇）（雜木）
2010年4月19日 星期一
Using Portfolios to Enhance Creative Thinking論文評析
Barak, M. & Doppelt, Y.: 2000, ‘Using Portfolios to Enhance Creative Thinking’, Journal
of Technology Studies 26(2), 16–24.
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簡要敘述說明該雜誌的文章，文件，或資源。在程序上的創造性思維和技術，56個低年級學生實現以色列第十構建投資組合的項目工作。創造性思維量表的開發是為了評估思想認識，觀察思維，戰略和反思。 （水庫）
of Technology Studies 26(2), 16–24.
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簡要敘述說明該雜誌的文章，文件，或資源。在程序上的創造性思維和技術，56個低年級學生實現以色列第十構建投資組合的項目工作。創造性思維量表的開發是為了評估思想認識，觀察思維，戰略和反思。 （水庫）
Hot-Air Balloons: Project-Centered Study as a Bridge between Science and Technology Education.論文評析
Barak, M. & Raz, E.: 1998, ‘Hot Air Balloons: Project Centered Study as a Bridge between
Science and Technology Education’, Science Education 84, 27–42.
作者:Barak, Moshe
Raz, Eli
資料來源:Science Education; Jan2000, Vol. 84 Issue 1, p27, 16p, 3 Diagrams, 3 Charts
文件類型:Article
主題術語:*SCIENCE -- Study & teaching (Higher)
*TECHNOLOGY
*HOT air balloons
*EDUCATION, Higher
地理詞彙:ISRAEL
摘要:
Presents a project-based study on hot-air balloons to impart both scientific and technological principles to junior high school students in Israel.
Relationship between science education and technology education; Exposure of students to scientific inquiry and the design process in technology; Achievement of true cooperation between teachers with differing specialties.
提出了一種基於項目的研究熱氣球既傳授科學和技術原則，以初中學生在以色列。
科學教育的關係和技術教育;暴露學生科學探究和設計過程中的技術，成就真正的教師之間的合作具有不同的特色。
Science and Technology Education’, Science Education 84, 27–42.
作者:Barak, Moshe
Raz, Eli
資料來源:Science Education; Jan2000, Vol. 84 Issue 1, p27, 16p, 3 Diagrams, 3 Charts
文件類型:Article
主題術語:*SCIENCE -- Study & teaching (Higher)
*TECHNOLOGY
*HOT air balloons
*EDUCATION, Higher
地理詞彙:ISRAEL
摘要:
Presents a project-based study on hot-air balloons to impart both scientific and technological principles to junior high school students in Israel.
Relationship between science education and technology education; Exposure of students to scientific inquiry and the design process in technology; Achievement of true cooperation between teachers with differing specialties.
提出了一種基於項目的研究熱氣球既傳授科學和技術原則，以初中學生在以色列。
科學教育的關係和技術教育;暴露學生科學探究和設計過程中的技術，成就真正的教師之間的合作具有不同的特色。
2010年4月18日 星期日
「Implementation and Assessment of Project-Based Learning in a Flexible Environment.」論文評析
作者:Doppelt, Yaron1 yaron@noar.technion.ac.il
資料來源:International Journal of Technology & Design Education; Oct2003, Vol. 13 Issue 3, p255-272, 18p
文件類型:Article
主題術語:*LEARNING
*STUDENTS
*SCHOOL children
*EDUCATION
*RESEARCH
*SCHOOL management & organization
作者提供的關鍵字:learning environment
low-achieving pupils
project-based learning
technology education
NAICS/Industry Codes:611699 All Other Miscellaneous Schools and Instruction
611710 Educational Support Services
923110 Administration of Education Programs
摘要:
Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments.
專題導向學習（PBL）是一個眾所周知的方法傳授思維能力和創造一個彈性的學習環境。
Advancing low-achieving pupils is an on-going challenge for educational systems.
激發低成就的學生學習，是教育系統持續的挑戰。
Routing low-achievers into low-learning tracks creates a vicious circle.
低成就造成低度學習，形成了惡性循環。
In order to extract pupils and their teachers from the on-going cycle of failure, and to promote pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers, changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities, and changing assessment methods for project-based learning activities in a computerized environment.
為了拯救學生和他們的老師從正在進行的惡性循環，並促進學生認知和情感上，採取了四個步驟：為學生與教師定義顯著的目標、改變學習環境、運用獨創的專題以提升學生的技巧與能力，並改變評量的方式及採用電腦化的環境。
This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress in the affective and the cognitive domains.
本文提出了一種持續的實地研究，利用量化與質化的工具，探索學生情意和認知領域的學習進度。
The research tools were: Analysis of pupils' portfolios, observations of class activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment of pupils' projects.
研究工具包括：學生的歷程檔案、課堂活動的觀察、學生、教師和學校管理的訪談、大學的入學考試成績、及學生專題的評量。
The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved significant affective learning.
研究結果表明，科學與科技的PBL學習科技博亞高架學生的動機和自我形象，並取得了顯著各級情意學習。
The activities over three years are summarized and show an increase in the number of students achieving the college admittance requirements.
超過 3年的活動進行了總結和展示增加的數目達到高校學生准入要求。
Most of the low-achieving pupils succeeded with distinction in the same matriculation exams that the high-achievers did in the same school.
大部分的低成功地實現學生以優異成績在同一預科考試的高成績確實在同一所學校。
理論背景
THEORETICAL BACKGROUND
Active learning is an educational approach that puts the pupils at the center of the learning process and recognizes the variance between different learning styles (Dewey 1916; Gardner 1993; Kolb 1985; Perkins 1992; Sternberg & Grigorenko 1995).
主動學習是一種教育方法，是以學生為中心的學習過程，並體認學生的學習風格的差異。（杜威1916年，加德納 1993年;科爾布 1985;珀金斯1992年;施特恩貝格＆格里戈連科1995年）。
The common denominator in these educational theories is the emphasis placed on the activities of the individual learner that motivate learning processes that occur inside the pupil’s mind and for which he/she is responsible.
這些教育理論共同的特點在於強調個別的學習者在活動時所發生在其內心的學習動機及他的責任心。
Rogers (1969) and Holt (1965) claim that schools should allow pupils to satisfy their curiosity, and develop their skills and abilities, as they will.
羅傑斯（1969年）和霍爾特（1965）聲稱，學校應讓學生培養他們的技能和能力以滿足他們的好奇心。
Pupils will not reach true learning in school if the school continues to decide for the pupils what and how to learn.
如果學校持續的為學生決定什麼及如何學學習，那學學生將不會在學校真正的學習。
Active learning transfers the responsibility of the learning from the
teacher to the pupil.
主動學習的責任轉移的學習從教師到學生。
Rogers (1969), and Papert (1980), see it as an important educational goal.
羅傑斯（1969），和帕爾特（1980），將他視為重要的教教育目標。
The transfer of responsibility should occur through the teacher who gives many degrees of freedom for learning and changes the teacher’s role from that of lecturer to the role of tutor, a guide, and a partner in the learning process (Barth 1972).
學習責任的轉移是藉由老師給予學習上的自由及並在學習的過程中改變了教師的角色，從講師到教導、指導到成為伙伴的角色。（巴特1972年）。
The knowledge gained through active learning is constructive knowledge from active thinking and problem solving, and is not knowledge of memorizing and doing exercises for the teachers or doing homework from books (Gardner 1991).
透過主動學習所獲得的知識是一種建構的知識，是透過主動的思考、問題解決所獲得的，而非記憶性的知識、練習與習作所獲得的知識。（加德納 1991年）。
Learning is a process of constructing knowledge in the pupil’s mind.
學習是在學生的頭腦建構知識的過程。
Creating an engineering prototype such as in this study, in real world situations supports the constructionist theory (Papert 1991).
創建一個工程樣品，如在本研究中，在現實世界中支持建構理論（帕爾特 1991年）。
Project-based learning has a nature of exploring new areas, discovering new scientific issues and integrating knowledge from different subjects (Barak & Raz 1998; Barak & Doppelt 2000).
專題導向學習具有探索新領域、發現新的科學議題與整合從不同學科來的知識的特質。（巴拉克和拉茲 1998年;巴拉克和佩2000年）。
Computerized technological systems provide a rich learning environment and expose the
learner to a variety of representations and configurations, such as: true model, simulation, building models that represent formulas, algorithms, graphics and animation.
電腦科技系統提供了一個豐富的學習環境，並揭露學習者各種不同的意見和配置，如：真實的模型，模擬，建築模型，代表公式，算法，圖形和動畫。
One of the better-known examples of such a rich computerized learning environment is the LEGO-Logo system (Kromholtz 1998; Jarvinen 1998; Jarvela 1995).
一個廣為人知的例子，這種豐富的電腦化學習環境，是樂高標識系統（Kromholtz 1998;耶爾維寧 1998;耶爾韋萊 1995年）。
Resnick and Ocko (1991) state that this learning environment puts children in control since they formulate their own designs and experiments, and work on projects that they care about personally, instead of recreating someone else’s experiment.
雷斯尼克和Ocko（1991）描述，這個學習環境是使學生置身於自己所設計的程式與實驗的專題中，而非重建別人的實驗。
Project based learning in technology encourages students to work in teams (Barak &
Maymon 1998; Denton 1994).
專題導向學習是鼓勵學生以團隊及科技來工作（巴拉克＆ Maymon 1998;丹頓 1994年）。
In this way, students combine ‘hands-on’ activities with what Papert (1980) has termed ‘heads-in’ activities.
通過這種方式，學生結合動手做的活動。
Learning environments such as LEGO/Logo enable the construction of concepts in
the learner’s mind (Resnick & Ocko 1991).
如樂高的學習環境，能力使學生在腦中建構概念。(雷斯尼克及Ocko 1991年）。
When pupils create projects, they experience meaningful study that enables the exercising of sophisticated ideas that arise from their own projects (Doppelt & Barak 2002).
當學生建立專案時，從專案中可以從事複雜的活動而使其活動成為有意義的研究。（佩和巴拉克2002年）。
Experiencing learning within a high-tech modern engineering environment contributes to the pupils’ self-image and their motivation to succeed in their studies (Barak et al. 1997).
體驗學習在現代高技術工程環境有助於學生的自我意象和他們的動機，而使他們的研究成功（巴拉克等人。1997年）。
These educational approaches are important for the development of all pupils, but they are essential for the low-achievers that have difficulties with traditional teaching methods.
這些教育方法是非常重要的所有學生的發展，但它們都強調在傳統的教育方法下低成就學生的應用。Advancing low-achieving pupils is an on-going challenge for educational systems.
推進低實現學生是一個持續的挑戰，為教育系統。
Routing low-achievers into low-learning tracks creates a vicious circle.
路由低成績進入低學習曲目創建一個惡性循環。
The school system has low expectations of the pupils; the pupils accumulate a history of failure; and the teachers emerge as having low self-esteem and low professional image (Barak et al. 1994).
學校系統有低期望的學生;學生積累失敗的歷史，以及教師成為具有低自尊，低專業形象（巴拉克等人。1994年）。
These pupils require attractive learning material that relate to their real world and answer their needs.
這些學生需要有吸引力的、與現實世界相關、並符合他們的需求的學習材料。
Over the past two decades, educational research has been concerned with the contribution of a rich learning environment in the attainment of educational
goals, such as improvement in learning achievements and attitudes towards studies and school (Fraser 1998; Fraser et al. 1995; Fraser &Tobin 1991).
在過去 20年來，教育研究一直關注豐富的學習環境，也是教育一直努力的目標，以改善學習成效與學習態度。
The association of science and technology studies with a rich, flexible, computer-embedded learning environment may enable the advancement of pupils in attaining higher academic achievements, and overcoming their cognitive and affective difficulties (Barak et al. 2000).
科學與科技學會以豐富、彈性電腦化的學習環境希望學生能夠有更高學術成就並克服認知與情感上的困難。(巴拉克等人。2000年）。
Educational researchers have become aware that the learning environment must engage the learner in activities that relate to the world outside school.
教育研究人員已經意識到，學習環境中的活動必須加入與學校以外相關的世界活動。
A rich, flexible learning environment is necessary for accelerating the learning of at-risk pupils (Levin 1992).
豐富的，靈活的學習環境對於在低成就的學生是必要的，以加速其學習。（李文1992年）。
A pupil who is given the opportunity to create a prototype deals with designing, making and evaluating.
學生要給他們創造一個原型涉及設計，製造和評估的機會。
Through such experiences he/she realizes that much depends on him/herself.
通過這些經驗，他/她了解到很大程度上要靠自己努力。
Consequently he/she may gain self-esteem and personal responsibility (Waks 1995).
因此他/她可能獲得自尊和個人責任（Waks 1995年）。
Consequently he/she may gain self-esteem and personal responsibility (Waks 1995).
資料來源:International Journal of Technology & Design Education; Oct2003, Vol. 13 Issue 3, p255-272, 18p
文件類型:Article
主題術語:*LEARNING
*STUDENTS
*SCHOOL children
*EDUCATION
*RESEARCH
*SCHOOL management & organization
作者提供的關鍵字:learning environment
low-achieving pupils
project-based learning
technology education
NAICS/Industry Codes:611699 All Other Miscellaneous Schools and Instruction
611710 Educational Support Services
923110 Administration of Education Programs
摘要:
Project-based learning (PBL) is a well-known method for imparting thinking competencies and creating flexible learning environments.
專題導向學習（PBL）是一個眾所周知的方法傳授思維能力和創造一個彈性的學習環境。
Advancing low-achieving pupils is an on-going challenge for educational systems.
激發低成就的學生學習，是教育系統持續的挑戰。
Routing low-achievers into low-learning tracks creates a vicious circle.
低成就造成低度學習，形成了惡性循環。
In order to extract pupils and their teachers from the on-going cycle of failure, and to promote pupils cognitively and emotionally, four steps were taken: defining significant goals for the pupils as well as for the teachers, changing the learning environment, carrying out original projects taking advantage of the pupils' special skills and abilities, and changing assessment methods for project-based learning activities in a computerized environment.
為了拯救學生和他們的老師從正在進行的惡性循環，並促進學生認知和情感上，採取了四個步驟：為學生與教師定義顯著的目標、改變學習環境、運用獨創的專題以提升學生的技巧與能力，並改變評量的方式及採用電腦化的環境。
This paper presents a continuous field research that has used qualitative and quantitative tools for exploring pupils' progress in the affective and the cognitive domains.
本文提出了一種持續的實地研究，利用量化與質化的工具，探索學生情意和認知領域的學習進度。
The research tools were: Analysis of pupils' portfolios, observations of class activities, interviews with pupils, teachers and school management, achievements in the matriculation examinations, and assessment of pupils' projects.
研究工具包括：學生的歷程檔案、課堂活動的觀察、學生、教師和學校管理的訪談、大學的入學考試成績、及學生專題的評量。
The findings indicate that scientific-technological PBL elevated pupils' motivation and self-image at all levels and achieved significant affective learning.
研究結果表明，科學與科技的PBL學習科技博亞高架學生的動機和自我形象，並取得了顯著各級情意學習。
The activities over three years are summarized and show an increase in the number of students achieving the college admittance requirements.
超過 3年的活動進行了總結和展示增加的數目達到高校學生准入要求。
Most of the low-achieving pupils succeeded with distinction in the same matriculation exams that the high-achievers did in the same school.
大部分的低成功地實現學生以優異成績在同一預科考試的高成績確實在同一所學校。
理論背景
THEORETICAL BACKGROUND
Active learning is an educational approach that puts the pupils at the center of the learning process and recognizes the variance between different learning styles (Dewey 1916; Gardner 1993; Kolb 1985; Perkins 1992; Sternberg & Grigorenko 1995).
主動學習是一種教育方法，是以學生為中心的學習過程，並體認學生的學習風格的差異。（杜威1916年，加德納 1993年;科爾布 1985;珀金斯1992年;施特恩貝格＆格里戈連科1995年）。
The common denominator in these educational theories is the emphasis placed on the activities of the individual learner that motivate learning processes that occur inside the pupil’s mind and for which he/she is responsible.
這些教育理論共同的特點在於強調個別的學習者在活動時所發生在其內心的學習動機及他的責任心。
Rogers (1969) and Holt (1965) claim that schools should allow pupils to satisfy their curiosity, and develop their skills and abilities, as they will.
羅傑斯（1969年）和霍爾特（1965）聲稱，學校應讓學生培養他們的技能和能力以滿足他們的好奇心。
Pupils will not reach true learning in school if the school continues to decide for the pupils what and how to learn.
如果學校持續的為學生決定什麼及如何學學習，那學學生將不會在學校真正的學習。
Active learning transfers the responsibility of the learning from the
teacher to the pupil.
主動學習的責任轉移的學習從教師到學生。
Rogers (1969), and Papert (1980), see it as an important educational goal.
羅傑斯（1969），和帕爾特（1980），將他視為重要的教教育目標。
The transfer of responsibility should occur through the teacher who gives many degrees of freedom for learning and changes the teacher’s role from that of lecturer to the role of tutor, a guide, and a partner in the learning process (Barth 1972).
學習責任的轉移是藉由老師給予學習上的自由及並在學習的過程中改變了教師的角色，從講師到教導、指導到成為伙伴的角色。（巴特1972年）。
The knowledge gained through active learning is constructive knowledge from active thinking and problem solving, and is not knowledge of memorizing and doing exercises for the teachers or doing homework from books (Gardner 1991).
透過主動學習所獲得的知識是一種建構的知識，是透過主動的思考、問題解決所獲得的，而非記憶性的知識、練習與習作所獲得的知識。（加德納 1991年）。
Learning is a process of constructing knowledge in the pupil’s mind.
學習是在學生的頭腦建構知識的過程。
Creating an engineering prototype such as in this study, in real world situations supports the constructionist theory (Papert 1991).
創建一個工程樣品，如在本研究中，在現實世界中支持建構理論（帕爾特 1991年）。
Project-based learning has a nature of exploring new areas, discovering new scientific issues and integrating knowledge from different subjects (Barak & Raz 1998; Barak & Doppelt 2000).
專題導向學習具有探索新領域、發現新的科學議題與整合從不同學科來的知識的特質。（巴拉克和拉茲 1998年;巴拉克和佩2000年）。
Computerized technological systems provide a rich learning environment and expose the
learner to a variety of representations and configurations, such as: true model, simulation, building models that represent formulas, algorithms, graphics and animation.
電腦科技系統提供了一個豐富的學習環境，並揭露學習者各種不同的意見和配置，如：真實的模型，模擬，建築模型，代表公式，算法，圖形和動畫。
One of the better-known examples of such a rich computerized learning environment is the LEGO-Logo system (Kromholtz 1998; Jarvinen 1998; Jarvela 1995).
一個廣為人知的例子，這種豐富的電腦化學習環境，是樂高標識系統（Kromholtz 1998;耶爾維寧 1998;耶爾韋萊 1995年）。
Resnick and Ocko (1991) state that this learning environment puts children in control since they formulate their own designs and experiments, and work on projects that they care about personally, instead of recreating someone else’s experiment.
雷斯尼克和Ocko（1991）描述，這個學習環境是使學生置身於自己所設計的程式與實驗的專題中，而非重建別人的實驗。
Project based learning in technology encourages students to work in teams (Barak &
Maymon 1998; Denton 1994).
專題導向學習是鼓勵學生以團隊及科技來工作（巴拉克＆ Maymon 1998;丹頓 1994年）。
In this way, students combine ‘hands-on’ activities with what Papert (1980) has termed ‘heads-in’ activities.
通過這種方式，學生結合動手做的活動。
Learning environments such as LEGO/Logo enable the construction of concepts in
the learner’s mind (Resnick & Ocko 1991).
如樂高的學習環境，能力使學生在腦中建構概念。(雷斯尼克及Ocko 1991年）。
When pupils create projects, they experience meaningful study that enables the exercising of sophisticated ideas that arise from their own projects (Doppelt & Barak 2002).
當學生建立專案時，從專案中可以從事複雜的活動而使其活動成為有意義的研究。（佩和巴拉克2002年）。
Experiencing learning within a high-tech modern engineering environment contributes to the pupils’ self-image and their motivation to succeed in their studies (Barak et al. 1997).
體驗學習在現代高技術工程環境有助於學生的自我意象和他們的動機，而使他們的研究成功（巴拉克等人。1997年）。
These educational approaches are important for the development of all pupils, but they are essential for the low-achievers that have difficulties with traditional teaching methods.
這些教育方法是非常重要的所有學生的發展，但它們都強調在傳統的教育方法下低成就學生的應用。Advancing low-achieving pupils is an on-going challenge for educational systems.
推進低實現學生是一個持續的挑戰，為教育系統。
Routing low-achievers into low-learning tracks creates a vicious circle.
路由低成績進入低學習曲目創建一個惡性循環。
The school system has low expectations of the pupils; the pupils accumulate a history of failure; and the teachers emerge as having low self-esteem and low professional image (Barak et al. 1994).
學校系統有低期望的學生;學生積累失敗的歷史，以及教師成為具有低自尊，低專業形象（巴拉克等人。1994年）。
These pupils require attractive learning material that relate to their real world and answer their needs.
這些學生需要有吸引力的、與現實世界相關、並符合他們的需求的學習材料。
Over the past two decades, educational research has been concerned with the contribution of a rich learning environment in the attainment of educational
goals, such as improvement in learning achievements and attitudes towards studies and school (Fraser 1998; Fraser et al. 1995; Fraser &Tobin 1991).
在過去 20年來，教育研究一直關注豐富的學習環境，也是教育一直努力的目標，以改善學習成效與學習態度。
The association of science and technology studies with a rich, flexible, computer-embedded learning environment may enable the advancement of pupils in attaining higher academic achievements, and overcoming their cognitive and affective difficulties (Barak et al. 2000).
科學與科技學會以豐富、彈性電腦化的學習環境希望學生能夠有更高學術成就並克服認知與情感上的困難。(巴拉克等人。2000年）。
Educational researchers have become aware that the learning environment must engage the learner in activities that relate to the world outside school.
教育研究人員已經意識到，學習環境中的活動必須加入與學校以外相關的世界活動。
A rich, flexible learning environment is necessary for accelerating the learning of at-risk pupils (Levin 1992).
豐富的，靈活的學習環境對於在低成就的學生是必要的，以加速其學習。（李文1992年）。
A pupil who is given the opportunity to create a prototype deals with designing, making and evaluating.
學生要給他們創造一個原型涉及設計，製造和評估的機會。
Through such experiences he/she realizes that much depends on him/herself.
通過這些經驗，他/她了解到很大程度上要靠自己努力。
Consequently he/she may gain self-esteem and personal responsibility (Waks 1995).
因此他/她可能獲得自尊和個人責任（Waks 1995年）。
Consequently he/she may gain self-esteem and personal responsibility (Waks 1995).
2010年4月17日 星期六
「A Study of the Efficacy of Project-based Learning Integrated with Computer based Simulation - STELLA」論文評析
Authors:Eskrootchi, Rogheyeh1 Eskrootchi@iums.ac.ir
Oskrochi1, G. Reza2 roskrochi@brookes.ac.uk
Source:Journal of Educational Technology & Society; Jan2010, Vol. 13 Issue 1, p236-245, 10p, 1 Chart, 1 Graph
Document Type:Article
Subject Terms:*LEARNING
*WEB-based instruction
*SIMULATION methods
*EDUCATIONAL technology
*WATERSHED management
*MODELING
*INTERNET
*PEDAGOGICAL content knowledge
*STATISTICS
Author-Supplied Keywords:computer-assisted simulation
learning technology
project based learning
STELLA
watershed concepts and modelling
NAICS/Industry Codes:517919 All Other Telecommunications
519130 Internet Publishing and Broadcasting and Web Search Portals
517110 Wired Telecommunications Carriers
518210 Data Processing, Hosting, and Related Services
Abstract:
Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation.
結合計算機仿真建模為基於項目的學習可能有效，但需要仔細的規劃和實施。
Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology.
教師，特別需要的教學內容知識是指知識學生如何學習材料注入技術。
This study suggests that students learn best by actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers when using technology.
這項研究表明，學生學習最好的，積極建構知識從一個組合的經驗，解釋和結構的相互作用與同學及教師使用的技術。
Simulations do not work on their own, there needs to be some structuring of the students' interactions with the simulation to increase effectiveness.
模擬不工作本身，也需要一些結構，學生的互動與模擬，以提高有效性。
The purpose of this study was to investigate the effectiveness of project-based learning in a technology-rich environment.
本研究的目的是探討有效性基於項目的學習在科技資源豐富的環境。
A science project, Land-use in Watershed, that takes advantage of Internet facilities was developed and integrated with a simulation software package, Structural Thinking and Experiential Learning Laboratory, with Animation, (STELLA) developed to promote deeper understanding of Land-use by students.
一個科學項目，土地利用流域，即利用了互聯網設施的開發和集成與仿真軟件包，結構的思考和體驗學習實驗室，與動畫，（STELLA軟件）開發，以促進更深入了解土地利用學生。
The Participants in the study were 72 students in a quasi-experimental research design.
參與者在研究了72名學生在一類實驗研究設計。
Statistical analyses showed that students who participated in the manipulation of the experimental model of the watershed experiment and the STELLA simulation performed best on understanding the watershed concept.
統計分析顯示，學生誰參加了操縱實驗模型的流域仿真實驗和STELLA軟件表現最好的分水嶺概念上的理解。
結合計算機仿真建模為基於項目的學習可能有效，但需要仔細的規劃和實施。
教師，特別需要的教學內容知識是指知識學生如何學習材料注入技術。
這項研究表明，學生學習最好的，積極建構知識從一個組合的經驗，解釋和結構的相互作用與同學及教師使用的技術。
模擬不工作本身，也需要一些結構，學生的互動與模擬，以提高有效性。
本研究的目的是探討有效性基於項目的學習在科技資源豐富的環境。
一個科學項目，土地利用流域，即利用了互聯網設施的開發和集成與仿真軟件包，結構的思考和體驗學習實驗室，與動畫，（STELLA軟件）開發，以促進更深入了解土地利用學生。
參與者在研究了72名學生在一類實驗研究設計。
統計分析顯示，學生誰參加了操縱實驗模型的流域仿真實驗和STELLA軟件表現最好的分水嶺概念上的理解。
Project-based learning
Project-based learning (PBL) blends traditional subject-matter goals and objectives with authentic learning environments.
基於項目的學習（PBL）融合了傳統題材的目標和目的與真實的學習環境。
The primary rationale for using authentic activity as the model for appropriate learning activities is the enhanced understanding that develops through application and manipulation of knowledge within context.
主要理由使用真實的活動為模型，進行適當的學習活動，它是透過知識的應用與操弄的脈絡下，增加對知識的了解。
Finding solutions to a problem whether posed by the teacher or a new social environment, more likely develop generic, as well as subject specific skills when using project-based curriculum.
當使用專題導向的課程，不管此問題是由教師或新的社會環境的問題，若將解決問題的方法發展成更一般通用的技術當成此學科的特殊技巧。
In other words, PBL provides productive environments for the development of meta-cognition (Downing et al., 2009).
換言之，PBL的生產環境提供了後設認知的發展（唐寧等人。，2009）。
In addition, in another study conducted to identify dental students' self-reported sources of stress, the findings revealed that PBL when compared to traditional curricula was inversely associated with perceived stress and that in turn had a strong impact on learning(Polychronopoulou & Divans, 2009).
此外，在另一項研究，以確定進行牙科學生自我報告的壓力來源，調查結果顯示，PBL教學法與傳統課程相比，它所覺察的壓力是截然不同，進而強烈衝擊到學習（Polychronopoulou及煙格， 2009年）。
Nevertheless, transformation of the conventional classroom into an authentic learning environment involves much more than incorporating features of real-life situations into school work.
然而，改造傳統的課堂學習環境成為一個真實的學習環境，將結合更多的實際生活狀況的特徵到學校之中。
Furthermore, curriculum innovations are never easy to implement or to examine systematically.
因此，課程創新是不容易的執行或系統性的驗證。
Balasooriya et al.,(2009) carried out a study on the impact of a new integrated medical educational design on students' approaches to learning.
Balasooriya等。，（2009）進行了一項研究的一個新的綜合影響，醫學教育的設計對學生的學習方法。
Although, the program was based on curriculum features identified in the research literature to promote deeper approaches to learning, the results indicate shifting students towards deeper approaches to learning may be a more complex task than previously understood.
雖然，在該方案的文獻中指出，此課程的特色是基於文獻而設計，為了促進更深入的學習，結果表示，轉變學生以更深入的方式進行學習，這樣的學習是比以往更複雜的任務。
Krajcik et al., (1994) suggest that there are five features of PBL that help communicate the complexity of the innovation in terms that are familiar to teachers.
克拉伊契克等。，（1994）認為專題導向有五個特點，將有助於教師來溝通此複雜的創新。
These are driving questions, investigations, artefacts, collaboration and technological tools.
這些特點包括問題導向、調查或研究導向、作品或成品導向、合作導向及科技工具的使用。
This approach can be supported by multimedia and network technologies such as the
Internet.
科技工具的使用包括多媒體、網際網路。
The introduction of microcomputers into classrooms has generated innumerable instances of such innovations which involve considerable change in classroom management, lesson structure and student assessment.
引進微型計算機進入課堂後，產生了無數的創新實例，這種創新包括很多重大的改變，如課堂管理，課程結構和學生的評量。
Powerful hardware and sophisticated software tools are enabling people to become more active learners about their environment (Jackson et al., 1997).
強大的硬件和先進的軟件工具使人們能夠在此環境中，更加主動的學習（傑克遜等人。，1997）。
Research has shown that students can make significant gains when computers are incorporated in the learning process.
研究表明，學生能在學習過程中適當的運用電腦，就能夠顯著提高學習成效。
Computer-based technologies integrated in project-based learning are particularly useful for constructive learning (Roschelle et al., 2000).
電腦資訊科技融入專題導向學習，對於學習有積極的功效。（Roschelle等。，2000）。
Students instantaneously can see the results of their experiment.
學生立即可以看到他們的實驗結果。
Computer technology supports learning; it is especially useful in developing the higher-order skills of critical thinking, analysis and scientific inquiry (Roschelle et al., 2000).
資訊科技支援學習，特別是在發展高階關鍵性思考技能、分析、科學探究等是非常有幫助的。（Roschelle等。，2000）。
But the mere presence of computers in the classroom does not ensure their effective use.
但是，只是教室有電腦，並不能保證電腦的效用被展現出來。
Many factors influence how and who learns in the classroom: (1) active engagement, (2)participation in groups, (3) frequent interaction and feedback and (4) connections to real-world contexts.
許多因素影響在教室的學習：（1）積極參與，（2）參與群體，（3）頻繁的互動和反饋，（4）連接真實世界背景。
Omale et al., (2009) performed a study to investigate how the attributes of 3-D technology affect participants' social, cognitive and teaching presences in a PBL environment.
Omale等。，（2009）進行了一項研究，在專題導向的教學中，探討3D科技如何影響學生的社會性與認知。
The results indicated that although the attributes of 3-D technology promoted participants' social presence, additional technical and instructional features of the 3-D environment were required to further enhance cognitive and teaching presence leading to overall learning experience.
結果表明，雖然3D科技促進了參與者的社會存在，但是所運用的技術及3D環境的教學還要更加強認知與學習經驗。
Some of the pioneers in learning research believe computer simulation when used effectively has the potential to address these related factors (Blake & Scanlon, 2007).
一些在學習研究的先驅相信有效地利用計算機模擬時，有可能解決這些相關的因素
Oskrochi1, G. Reza2 roskrochi@brookes.ac.uk
Source:Journal of Educational Technology & Society; Jan2010, Vol. 13 Issue 1, p236-245, 10p, 1 Chart, 1 Graph
Document Type:Article
Subject Terms:*LEARNING
*WEB-based instruction
*SIMULATION methods
*EDUCATIONAL technology
*WATERSHED management
*MODELING
*INTERNET
*PEDAGOGICAL content knowledge
*STATISTICS
Author-Supplied Keywords:computer-assisted simulation
learning technology
project based learning
STELLA
watershed concepts and modelling
NAICS/Industry Codes:517919 All Other Telecommunications
519130 Internet Publishing and Broadcasting and Web Search Portals
517110 Wired Telecommunications Carriers
518210 Data Processing, Hosting, and Related Services
Abstract:
Incorporating computer-simulation modelling into project-based learning may be effective but requires careful planning and implementation.
結合計算機仿真建模為基於項目的學習可能有效，但需要仔細的規劃和實施。
Teachers, especially, need pedagogical content knowledge which refers to knowledge about how students learn from materials infused with technology.
教師，特別需要的教學內容知識是指知識學生如何學習材料注入技術。
This study suggests that students learn best by actively constructing knowledge from a combination of experience, interpretation and structured interactions with peers and teachers when using technology.
這項研究表明，學生學習最好的，積極建構知識從一個組合的經驗，解釋和結構的相互作用與同學及教師使用的技術。
Simulations do not work on their own, there needs to be some structuring of the students' interactions with the simulation to increase effectiveness.
模擬不工作本身，也需要一些結構，學生的互動與模擬，以提高有效性。
The purpose of this study was to investigate the effectiveness of project-based learning in a technology-rich environment.
本研究的目的是探討有效性基於項目的學習在科技資源豐富的環境。
A science project, Land-use in Watershed, that takes advantage of Internet facilities was developed and integrated with a simulation software package, Structural Thinking and Experiential Learning Laboratory, with Animation, (STELLA) developed to promote deeper understanding of Land-use by students.
一個科學項目，土地利用流域，即利用了互聯網設施的開發和集成與仿真軟件包，結構的思考和體驗學習實驗室，與動畫，（STELLA軟件）開發，以促進更深入了解土地利用學生。
The Participants in the study were 72 students in a quasi-experimental research design.
參與者在研究了72名學生在一類實驗研究設計。
Statistical analyses showed that students who participated in the manipulation of the experimental model of the watershed experiment and the STELLA simulation performed best on understanding the watershed concept.
統計分析顯示，學生誰參加了操縱實驗模型的流域仿真實驗和STELLA軟件表現最好的分水嶺概念上的理解。
結合計算機仿真建模為基於項目的學習可能有效，但需要仔細的規劃和實施。
教師，特別需要的教學內容知識是指知識學生如何學習材料注入技術。
這項研究表明，學生學習最好的，積極建構知識從一個組合的經驗，解釋和結構的相互作用與同學及教師使用的技術。
模擬不工作本身，也需要一些結構，學生的互動與模擬，以提高有效性。
本研究的目的是探討有效性基於項目的學習在科技資源豐富的環境。
一個科學項目，土地利用流域，即利用了互聯網設施的開發和集成與仿真軟件包，結構的思考和體驗學習實驗室，與動畫，（STELLA軟件）開發，以促進更深入了解土地利用學生。
參與者在研究了72名學生在一類實驗研究設計。
統計分析顯示，學生誰參加了操縱實驗模型的流域仿真實驗和STELLA軟件表現最好的分水嶺概念上的理解。
Project-based learning
Project-based learning (PBL) blends traditional subject-matter goals and objectives with authentic learning environments.
基於項目的學習（PBL）融合了傳統題材的目標和目的與真實的學習環境。
The primary rationale for using authentic activity as the model for appropriate learning activities is the enhanced understanding that develops through application and manipulation of knowledge within context.
主要理由使用真實的活動為模型，進行適當的學習活動，它是透過知識的應用與操弄的脈絡下，增加對知識的了解。
Finding solutions to a problem whether posed by the teacher or a new social environment, more likely develop generic, as well as subject specific skills when using project-based curriculum.
當使用專題導向的課程，不管此問題是由教師或新的社會環境的問題，若將解決問題的方法發展成更一般通用的技術當成此學科的特殊技巧。
In other words, PBL provides productive environments for the development of meta-cognition (Downing et al., 2009).
換言之，PBL的生產環境提供了後設認知的發展（唐寧等人。，2009）。
In addition, in another study conducted to identify dental students' self-reported sources of stress, the findings revealed that PBL when compared to traditional curricula was inversely associated with perceived stress and that in turn had a strong impact on learning(Polychronopoulou & Divans, 2009).
此外，在另一項研究，以確定進行牙科學生自我報告的壓力來源，調查結果顯示，PBL教學法與傳統課程相比，它所覺察的壓力是截然不同，進而強烈衝擊到學習（Polychronopoulou及煙格， 2009年）。
Nevertheless, transformation of the conventional classroom into an authentic learning environment involves much more than incorporating features of real-life situations into school work.
然而，改造傳統的課堂學習環境成為一個真實的學習環境，將結合更多的實際生活狀況的特徵到學校之中。
Furthermore, curriculum innovations are never easy to implement or to examine systematically.
因此，課程創新是不容易的執行或系統性的驗證。
Balasooriya et al.,(2009) carried out a study on the impact of a new integrated medical educational design on students' approaches to learning.
Balasooriya等。，（2009）進行了一項研究的一個新的綜合影響，醫學教育的設計對學生的學習方法。
Although, the program was based on curriculum features identified in the research literature to promote deeper approaches to learning, the results indicate shifting students towards deeper approaches to learning may be a more complex task than previously understood.
雖然，在該方案的文獻中指出，此課程的特色是基於文獻而設計，為了促進更深入的學習，結果表示，轉變學生以更深入的方式進行學習，這樣的學習是比以往更複雜的任務。
Krajcik et al., (1994) suggest that there are five features of PBL that help communicate the complexity of the innovation in terms that are familiar to teachers.
克拉伊契克等。，（1994）認為專題導向有五個特點，將有助於教師來溝通此複雜的創新。
These are driving questions, investigations, artefacts, collaboration and technological tools.
這些特點包括問題導向、調查或研究導向、作品或成品導向、合作導向及科技工具的使用。
This approach can be supported by multimedia and network technologies such as the
Internet.
科技工具的使用包括多媒體、網際網路。
The introduction of microcomputers into classrooms has generated innumerable instances of such innovations which involve considerable change in classroom management, lesson structure and student assessment.
引進微型計算機進入課堂後，產生了無數的創新實例，這種創新包括很多重大的改變，如課堂管理，課程結構和學生的評量。
Powerful hardware and sophisticated software tools are enabling people to become more active learners about their environment (Jackson et al., 1997).
強大的硬件和先進的軟件工具使人們能夠在此環境中，更加主動的學習（傑克遜等人。，1997）。
Research has shown that students can make significant gains when computers are incorporated in the learning process.
研究表明，學生能在學習過程中適當的運用電腦，就能夠顯著提高學習成效。
Computer-based technologies integrated in project-based learning are particularly useful for constructive learning (Roschelle et al., 2000).
電腦資訊科技融入專題導向學習，對於學習有積極的功效。（Roschelle等。，2000）。
Students instantaneously can see the results of their experiment.
學生立即可以看到他們的實驗結果。
Computer technology supports learning; it is especially useful in developing the higher-order skills of critical thinking, analysis and scientific inquiry (Roschelle et al., 2000).
資訊科技支援學習，特別是在發展高階關鍵性思考技能、分析、科學探究等是非常有幫助的。（Roschelle等。，2000）。
But the mere presence of computers in the classroom does not ensure their effective use.
但是，只是教室有電腦，並不能保證電腦的效用被展現出來。
Many factors influence how and who learns in the classroom: (1) active engagement, (2)participation in groups, (3) frequent interaction and feedback and (4) connections to real-world contexts.
許多因素影響在教室的學習：（1）積極參與，（2）參與群體，（3）頻繁的互動和反饋，（4）連接真實世界背景。
Omale et al., (2009) performed a study to investigate how the attributes of 3-D technology affect participants' social, cognitive and teaching presences in a PBL environment.
Omale等。，（2009）進行了一項研究，在專題導向的教學中，探討3D科技如何影響學生的社會性與認知。
The results indicated that although the attributes of 3-D technology promoted participants' social presence, additional technical and instructional features of the 3-D environment were required to further enhance cognitive and teaching presence leading to overall learning experience.
結果表明，雖然3D科技促進了參與者的社會存在，但是所運用的技術及3D環境的教學還要更加強認知與學習經驗。
Some of the pioneers in learning research believe computer simulation when used effectively has the potential to address these related factors (Blake & Scanlon, 2007).
一些在學習研究的先驅相信有效地利用計算機模擬時，有可能解決這些相關的因素
「新世紀優質學習的經營」研討會論文集
館藏地 總館
作者 國立臺南師範學院. 測驗發展中心 編輯
新世紀優質學習的經營研討會 (2000 : 臺南師院)
書名 「新世紀優質學習的經營」研討會論文集 / 國立臺南師範學院測驗發展中心編輯.
出版項 臺北市 : 教育部, 2000[民89]
版本項 初版.
評等
館藏地 索書號 條碼 處理狀態
總館4F教資室 370.7 576.1 BM0231805 可外借
稽核項 343面 : 圖, 表格 ; 22公分.
叢書名 發展小班教學精神宣導專書 ; 5
附註 含參考書目
主題 小學教育 -- 教學法 -- 論文,講詞等.
其他書名 新世紀優質學習的經營研討會論文集
國際標準號碼 9570256893 (平裝)
作者 國立臺南師範學院. 測驗發展中心 編輯
新世紀優質學習的經營研討會 (2000 : 臺南師院)
書名 「新世紀優質學習的經營」研討會論文集 / 國立臺南師範學院測驗發展中心編輯.
出版項 臺北市 : 教育部, 2000[民89]
版本項 初版.
評等
館藏地 索書號 條碼 處理狀態
總館4F教資室 370.7 576.1 BM0231805 可外借
稽核項 343面 : 圖, 表格 ; 22公分.
叢書名 發展小班教學精神宣導專書 ; 5
附註 含參考書目
主題 小學教育 -- 教學法 -- 論文,講詞等.
其他書名 新世紀優質學習的經營研討會論文集
國際標準號碼 9570256893 (平裝)
「Project-Based Learning for the 21st Century: Skills for the Future」論文評析
Abstract: Project-Based Learning (PBL) is an innovative
approach to learning that teaches a multitude of strategies
critical for success in the twenty-first century. Students
drive their own learning through inquiry, as well
as work collaboratively to research and create projects
that reflect their knowledge. From gleaning new, viable
technology skills, to becoming proficient communicators
and advanced problem solvers, students benefit
from this approach to instruction.
摘要：在二十一世紀專題導向之所以成功，是因為它是一種創新的學習方法，運用多種的教學策略。
學生運用探究的方式來趨動自己的學習，以合作的方式來研究及建立專案，以反思他們的知識
專題導向教學法，學生從蒐集新的、可行的技術方法到成熟的溝通並進一步成為問題解決者而獲得效益。
Project-Based Learning (PBL) is a student-driven, teacher-facilitated approach to learning.
專題導向學習（PBL）是一種以學生為主導，以教師協助的學習方法。
Learners pursue knowledge by asking questions that have piqued their natural curiosity.
學生追求知識的提問已引起了他們天生的好奇心。
The genesis of a project is an inquiry.
一項專案的源起是一項探究
Students develop a question and are guided through research under the teacher’s supervision.
學生在教師的監督下發展的問題，並在指導下研究。
Discoveries are illustrated by creating a project to share with a select audience.
運用建立專案的方式來說明他的發現並用來與其他人分享。
Organizers support systematization of the processes that will be implemented throughout the research and project phases of PBL.
專題導向的步驟提供有系統的程序來實施研究與專案。
Student choice is a key element of this approach.
學生的選擇是一個關鍵因素的這種做法。
Teachers oversee each step of the process and approve each choice before the
student embarks in a direction.
教師監督每一步的過程，讓學生在進行下一個步驟時，確認學生的方向是對的。
Children with similar inquiries may elect to work cooperatively, thereby nurturing
twenty-first-century collaboration and communication skills and honoring students’ individual learning styles or preferences.
兒童可以選擇類似的調查工作合作，從而培養二十一世紀的合作和溝通技巧，尊重學生的個人學習風格或喜好。
PBL is not a supplementary activity to support learning.
PBL是不是一個補充學習的活動。
It is the basis of the curriculum.
他是課程的基礎。
Most projects include reading, writing, and mathematics by nature.
大多數的專題包括閱讀，寫作和數學的本質。
Many inquiries are science-based or originate from current social problems.
許多調查都以科學為基礎的或來自於當前的社會問題。
The outcome of PBL is greater understanding of a topic, deeper learning, higher-level reading, and increased motivation to learn.
專題導向的效果是使學生對主題能更多的了解、更深入的學習、更高層次的閱讀、並提高學習者的動機。
PBL is a key strategy for creating independent thinkers and learners.
專題導向學習是讓學生成為獨立的思考與獨立的學習者的關鍵策略。
Children solve real-world problems by designing their own inquiries, planning their learning, organizing their research, and implementing a multitude of learning strategies.
學生藉由設計自己的研究、計畫自己的學習、組織自己的研究、並採用多種的學習策略來解決真實的問題。
Students flourish under this child driven, motivating approach to learning and gain valuable skills that will build a strong foundation for their future in our global economy.
學生藉由專題導向而使得他們獲得有用的技巧，將會成為未來經濟的基礎。
專題導向學習（PBL）是一種以學生為主導，以教師協助的學習方法。
學生追求知識的提問已引起了他們天生的好奇心。
一項專案的源起是一項探究
學生在教師的監督下發展的問題，並在指導下研究。
運用建立專案的方式來說明他的發現並用來與其他人分享。
專題導向的步驟提供有系統的程序來實施研究與專案。
學生的選擇是一個關鍵因素的這種做法。
教師監督每一步的過程，讓學生在進行下一個步驟時，確認學生的方向是對的。
兒童可以選擇類似的調查工作合作，從而培養二十一世紀的合作和溝通技巧，尊重學生的個人學習風格或喜好。
PBL是不是一個補充學習的活動。
他是課程的基礎。
大多數的專題包括閱讀，寫作和數學的本質。
許多調查都以科學為基礎的或來自於當前的社會問題。
專題導向的效果是使學生對主題能更多的了解、更深入的學習、更高層次的閱讀、並提高學習者的動機。
專題導向學習是讓學生成為獨立的思考與獨立的學習者的關鍵策略。
學生藉由設計自己的研究、計畫自己的學習、組織自己的研究、並採用多種的學習策略來解決真實的問題。
學生藉由專題導向而使得他們獲得有用的技巧，將會成為未來經濟的基礎。
有關專題導向引發學生學習動機
Differentiation Provides Intrinsic Motivation
分化提供內在動機
The element of choice is crucial for students’ success.
讓學生選擇是學生成功的關鍵因素。
Differentiation allows students to develop their own interests and pursue deeper learning.
分化允許學生發展自己的興趣和追求更深入的學習。
It also allows students to soar and learn at their own levels.
它還可以讓學生以自己的水準學習及快速的進步。
Students use resources that are appropriate for their individual reading levels and compatible with their technology knowledge.
學生利用合適於其個人閱讀水平資源及適合的技術知識。
One exciting feature provided by this intrinsic motivation is that students will often reach higher and attempt to read more challenging material to glean the information they seek.
專題導向提供一個令人興奮的功能是使學生產生內在動機，而此內在動機往往會使學生達到更高，並嘗試挑戰更高難度的教材，以獲得他們所想要知道的資訊。
It is not unrealistic to suspect that students who are highly motivated will improve their reading abilities as they strive to understand and learn during PBL.
這不是不切實際而令人懷疑，在PBL教學中，當學生想要了解與學習時，學生就會具有高度的動機來改善其閱讀能力。
Doppelt (2003), contends that students’“motivation to learn their discipline and their willingness to work on their projects [for] longer hours indicate that they behave. . . like high achievers” (p. 264).
佩（2003），認為學生“學生有動機來學他所學的科目時，並有意願使用專題導向的方式工作，他們的行為表現就像高度成功的人的表現。（第264頁）。
In another study, attendance was found to be higher in PBL schools (Thomas 2000).
These behaviors have positive effects on learning.
在另一項研究，在出席PBL學校（托馬斯 2000年）的研究中，發現這些行為對學習有正面影響。
The active learning process of PBL takes students’ various learning styles and preferences into account.
在專題導向主動學習過程中，會使學生產生不同的學習風格和偏好。
Students use a range of tools and resources to conduct their research.
學生使用的一系列工具和資源，進行他們的研究。
They also choose individual ways to demonstrate their learning in their final product.
他們也可以選擇個人的方式展示他們的學習的最終成果。
A child who prefers to be reflective may journal his learning in a diary
format to share with peers.
學生可以運用日誌來反思學習的成果，並與其他同學分享。
Others can read the diary and then write responses.
其他人可以閱讀這本日記，然後寫的回應。
A student who thinks in more of an analytic, mathematical way may elect to create a
timeline of events or graph findings to present to his or her audience.
學生可以運用思考進行更深入的分析、用數學的方法可能可以用來解析所建立的事件時間線、或是用圖形來表達其研究發現。
Students also may select their preferred learning environment.
學生也可以選擇自己喜歡的學習環境。
Students may choose to work in a quiet library or a bustling hallway, lying down in the carpet area or sequestered in the cubby area.
學生可以選擇工作在一個安靜的圖書館或繁華走廊，躺在地毯隔離區或在庫比地區。
Children learn somuch about themselves when they are empowered to make their own learning decisions.
對自己的孩子學習做這麼多的時候，他們有權作出自己的學習的決定。
Children will reflect on these choices to ensure they are making the best decisions possible.
孩子們會考慮這些選擇，以確保他們能夠作出最好的決定。
The opportunity to make mistakes is part of the learning process.
有機會犯錯誤是學習過程的一部分。
When we implement PBL,we allow children to discover who they are as learners.
當我們實施 PBL的，我們讓孩子們發現他們是學習者。
They become able to make better choices, whether relating to process, environment, or outcome, which enables them to become more independent and responsible for their own learning.
他們成為能做出更好的選擇，是否與處理，環境，或結果，這使他們變得更加獨立，為自己的學習負責。
Scaffolded instruction ensures success.
搭建鷹架確保教學成功。
Scaffolded instruction refers to the supports provided to students to assist them in making cognitive growth just beyond their reach.
搭建鷹架教學指的是在學生完成任務之前提供支援，協助他們認知的成長。
Students are involved in a discovery process when they first learn the structures of PBL, and they require much support and monitoring.
當學生在PBL剛開始教學時，他們被設定在一個發現的過程，這時他們需要許多的支持與監督。
Scaffolded instruction occurs in PBL when teachers use organizers that aid students in bridging the gaps that exists in knowledge and skill, and it makes the tasks manageable and achievable.
在PBL的教學使用鷹架教學是，教師使用組織的方式，援助學生在彌合存在於知識和技能差距，它使的任務變得可管理和可實現。
As with most supports, scaffolds are temporary, and as the learner gains fluency in the skill, the supports are removed, leading to a self-confident and capable learner.
如同大多數支持，鷹架只是暫時的，當學習者獲得流暢的技能，支持被移除，使學生變成為一個自信，有能力的學習者。
approach to learning that teaches a multitude of strategies
critical for success in the twenty-first century. Students
drive their own learning through inquiry, as well
as work collaboratively to research and create projects
that reflect their knowledge. From gleaning new, viable
technology skills, to becoming proficient communicators
and advanced problem solvers, students benefit
from this approach to instruction.
摘要：在二十一世紀專題導向之所以成功，是因為它是一種創新的學習方法，運用多種的教學策略。
學生運用探究的方式來趨動自己的學習，以合作的方式來研究及建立專案，以反思他們的知識
專題導向教學法，學生從蒐集新的、可行的技術方法到成熟的溝通並進一步成為問題解決者而獲得效益。
Project-Based Learning (PBL) is a student-driven, teacher-facilitated approach to learning.
專題導向學習（PBL）是一種以學生為主導，以教師協助的學習方法。
Learners pursue knowledge by asking questions that have piqued their natural curiosity.
學生追求知識的提問已引起了他們天生的好奇心。
The genesis of a project is an inquiry.
一項專案的源起是一項探究
Students develop a question and are guided through research under the teacher’s supervision.
學生在教師的監督下發展的問題，並在指導下研究。
Discoveries are illustrated by creating a project to share with a select audience.
運用建立專案的方式來說明他的發現並用來與其他人分享。
Organizers support systematization of the processes that will be implemented throughout the research and project phases of PBL.
專題導向的步驟提供有系統的程序來實施研究與專案。
Student choice is a key element of this approach.
學生的選擇是一個關鍵因素的這種做法。
Teachers oversee each step of the process and approve each choice before the
student embarks in a direction.
教師監督每一步的過程，讓學生在進行下一個步驟時，確認學生的方向是對的。
Children with similar inquiries may elect to work cooperatively, thereby nurturing
twenty-first-century collaboration and communication skills and honoring students’ individual learning styles or preferences.
兒童可以選擇類似的調查工作合作，從而培養二十一世紀的合作和溝通技巧，尊重學生的個人學習風格或喜好。
PBL is not a supplementary activity to support learning.
PBL是不是一個補充學習的活動。
It is the basis of the curriculum.
他是課程的基礎。
Most projects include reading, writing, and mathematics by nature.
大多數的專題包括閱讀，寫作和數學的本質。
Many inquiries are science-based or originate from current social problems.
許多調查都以科學為基礎的或來自於當前的社會問題。
The outcome of PBL is greater understanding of a topic, deeper learning, higher-level reading, and increased motivation to learn.
專題導向的效果是使學生對主題能更多的了解、更深入的學習、更高層次的閱讀、並提高學習者的動機。
PBL is a key strategy for creating independent thinkers and learners.
專題導向學習是讓學生成為獨立的思考與獨立的學習者的關鍵策略。
Children solve real-world problems by designing their own inquiries, planning their learning, organizing their research, and implementing a multitude of learning strategies.
學生藉由設計自己的研究、計畫自己的學習、組織自己的研究、並採用多種的學習策略來解決真實的問題。
Students flourish under this child driven, motivating approach to learning and gain valuable skills that will build a strong foundation for their future in our global economy.
學生藉由專題導向而使得他們獲得有用的技巧，將會成為未來經濟的基礎。
專題導向學習（PBL）是一種以學生為主導，以教師協助的學習方法。
學生追求知識的提問已引起了他們天生的好奇心。
一項專案的源起是一項探究
學生在教師的監督下發展的問題，並在指導下研究。
運用建立專案的方式來說明他的發現並用來與其他人分享。
專題導向的步驟提供有系統的程序來實施研究與專案。
學生的選擇是一個關鍵因素的這種做法。
教師監督每一步的過程，讓學生在進行下一個步驟時，確認學生的方向是對的。
兒童可以選擇類似的調查工作合作，從而培養二十一世紀的合作和溝通技巧，尊重學生的個人學習風格或喜好。
PBL是不是一個補充學習的活動。
他是課程的基礎。
大多數的專題包括閱讀，寫作和數學的本質。
許多調查都以科學為基礎的或來自於當前的社會問題。
專題導向的效果是使學生對主題能更多的了解、更深入的學習、更高層次的閱讀、並提高學習者的動機。
專題導向學習是讓學生成為獨立的思考與獨立的學習者的關鍵策略。
學生藉由設計自己的研究、計畫自己的學習、組織自己的研究、並採用多種的學習策略來解決真實的問題。
學生藉由專題導向而使得他們獲得有用的技巧，將會成為未來經濟的基礎。
有關專題導向引發學生學習動機
Differentiation Provides Intrinsic Motivation
分化提供內在動機
The element of choice is crucial for students’ success.
讓學生選擇是學生成功的關鍵因素。
Differentiation allows students to develop their own interests and pursue deeper learning.
分化允許學生發展自己的興趣和追求更深入的學習。
It also allows students to soar and learn at their own levels.
它還可以讓學生以自己的水準學習及快速的進步。
Students use resources that are appropriate for their individual reading levels and compatible with their technology knowledge.
學生利用合適於其個人閱讀水平資源及適合的技術知識。
One exciting feature provided by this intrinsic motivation is that students will often reach higher and attempt to read more challenging material to glean the information they seek.
專題導向提供一個令人興奮的功能是使學生產生內在動機，而此內在動機往往會使學生達到更高，並嘗試挑戰更高難度的教材，以獲得他們所想要知道的資訊。
It is not unrealistic to suspect that students who are highly motivated will improve their reading abilities as they strive to understand and learn during PBL.
這不是不切實際而令人懷疑，在PBL教學中，當學生想要了解與學習時，學生就會具有高度的動機來改善其閱讀能力。
Doppelt (2003), contends that students’“motivation to learn their discipline and their willingness to work on their projects [for] longer hours indicate that they behave. . . like high achievers” (p. 264).
佩（2003），認為學生“學生有動機來學他所學的科目時，並有意願使用專題導向的方式工作，他們的行為表現就像高度成功的人的表現。（第264頁）。
In another study, attendance was found to be higher in PBL schools (Thomas 2000).
These behaviors have positive effects on learning.
在另一項研究，在出席PBL學校（托馬斯 2000年）的研究中，發現這些行為對學習有正面影響。
The active learning process of PBL takes students’ various learning styles and preferences into account.
在專題導向主動學習過程中，會使學生產生不同的學習風格和偏好。
Students use a range of tools and resources to conduct their research.
學生使用的一系列工具和資源，進行他們的研究。
They also choose individual ways to demonstrate their learning in their final product.
他們也可以選擇個人的方式展示他們的學習的最終成果。
A child who prefers to be reflective may journal his learning in a diary
format to share with peers.
學生可以運用日誌來反思學習的成果，並與其他同學分享。
Others can read the diary and then write responses.
其他人可以閱讀這本日記，然後寫的回應。
A student who thinks in more of an analytic, mathematical way may elect to create a
timeline of events or graph findings to present to his or her audience.
學生可以運用思考進行更深入的分析、用數學的方法可能可以用來解析所建立的事件時間線、或是用圖形來表達其研究發現。
Students also may select their preferred learning environment.
學生也可以選擇自己喜歡的學習環境。
Students may choose to work in a quiet library or a bustling hallway, lying down in the carpet area or sequestered in the cubby area.
學生可以選擇工作在一個安靜的圖書館或繁華走廊，躺在地毯隔離區或在庫比地區。
Children learn somuch about themselves when they are empowered to make their own learning decisions.
對自己的孩子學習做這麼多的時候，他們有權作出自己的學習的決定。
Children will reflect on these choices to ensure they are making the best decisions possible.
孩子們會考慮這些選擇，以確保他們能夠作出最好的決定。
The opportunity to make mistakes is part of the learning process.
有機會犯錯誤是學習過程的一部分。
When we implement PBL,we allow children to discover who they are as learners.
當我們實施 PBL的，我們讓孩子們發現他們是學習者。
They become able to make better choices, whether relating to process, environment, or outcome, which enables them to become more independent and responsible for their own learning.
他們成為能做出更好的選擇，是否與處理，環境，或結果，這使他們變得更加獨立，為自己的學習負責。
Scaffolded instruction ensures success.
搭建鷹架確保教學成功。
Scaffolded instruction refers to the supports provided to students to assist them in making cognitive growth just beyond their reach.
搭建鷹架教學指的是在學生完成任務之前提供支援，協助他們認知的成長。
Students are involved in a discovery process when they first learn the structures of PBL, and they require much support and monitoring.
當學生在PBL剛開始教學時，他們被設定在一個發現的過程，這時他們需要許多的支持與監督。
Scaffolded instruction occurs in PBL when teachers use organizers that aid students in bridging the gaps that exists in knowledge and skill, and it makes the tasks manageable and achievable.
在PBL的教學使用鷹架教學是，教師使用組織的方式，援助學生在彌合存在於知識和技能差距，它使的任務變得可管理和可實現。
As with most supports, scaffolds are temporary, and as the learner gains fluency in the skill, the supports are removed, leading to a self-confident and capable learner.
如同大多數支持，鷹架只是暫時的，當學習者獲得流暢的技能，支持被移除，使學生變成為一個自信，有能力的學習者。
「Project-Based Learning In a Middle School Tracing Abilities Through The Artifacts of Learning」論文評析
其中論文段落
FOUNDATIONS OF PROJECT-BASED LEARNING
Early in the last century, Dewey (1938) and Vygotsky (1962, 1978) encouraged experiential learning, providing the theoretical foundations for project-based learning.
早在上個世紀，杜威（1938）和維果茨基（1962年，1978年）鼓勵學習經驗，提供了理論基礎，為基於項目的學習。
More recently. Brown, GoUins, and Duguid (1989) and Lave (1990) have proposed that learning is contextualized for individuals.
最近。布朗，GoUins和杜吉德（1989年）和Lave（1990）提出，學習是以個人為考量。
Through interactions with the environment, including people and technologies, individuals create meaning.
個人透過與環境中的人及科技的互動而產生具體的意義
As suggested by Vygotsky, the most effective learning environments afford learners personal interest and the opportunity to negotiate meaning from others (Brush & Saye, 2000).
正如維果茨基所建議，最有效的學習環境是依學習者的興趣及讓他有機會從與別人交談中學習到意義(2000）。
Thus, pedagogy that fosters personal interests and interactions with peers, experts, resources, and technologies seems to offer promising alternatives to teacher-centered instruction.
因此，這種教學方法是運用與同事、專家、資源及科技的互動來培養個人興趣，以改善以教師為中心的教學方法。
The principles of project-based learning are observed in other instructional methods and pedagogy, such as project-based science (Blumenfeld et al., 1991; Marx, Blumenfeld, Krajcik, & Soloway, 1997), disciplined inquiry (Levstik & Barton, 2001), open-ended learning environments {Hannafin, Hall, Land, & Hill, 1994; Hannafin, Land, & Oliver, 1999), WebQuests (Dodge, 1995,
1998) and student-centered learning environments {Land & Hannafin, 2000).
專題導向的原理是來自於如科學專題、學科探究、開放的學習環境、WebQuest及以學生為中心的學習環境等的的教學法與教育學。
Grant (2002) defined the common elements across these models for project based learning as (a) an introduction, {b) definition of the learning task, (c) procedure for investigation, (d) suggested resources, (e) scaffolding mechanisms, (0 collaborations, and (g) reflections and transfer activities.
格蘭特（2002）定義了專題導向的共同要素（1）介紹，（2）界定的學習任務，（3）探究的程序，（4）建議的資源，（5）鷹架機制（6）合作，以及（7）反思和形成活動。
FOUNDATIONS OF PROJECT-BASED LEARNING
Early in the last century, Dewey (1938) and Vygotsky (1962, 1978) encouraged experiential learning, providing the theoretical foundations for project-based learning.
早在上個世紀，杜威（1938）和維果茨基（1962年，1978年）鼓勵學習經驗，提供了理論基礎，為基於項目的學習。
More recently. Brown, GoUins, and Duguid (1989) and Lave (1990) have proposed that learning is contextualized for individuals.
最近。布朗，GoUins和杜吉德（1989年）和Lave（1990）提出，學習是以個人為考量。
Through interactions with the environment, including people and technologies, individuals create meaning.
個人透過與環境中的人及科技的互動而產生具體的意義
As suggested by Vygotsky, the most effective learning environments afford learners personal interest and the opportunity to negotiate meaning from others (Brush & Saye, 2000).
正如維果茨基所建議，最有效的學習環境是依學習者的興趣及讓他有機會從與別人交談中學習到意義(2000）。
Thus, pedagogy that fosters personal interests and interactions with peers, experts, resources, and technologies seems to offer promising alternatives to teacher-centered instruction.
因此，這種教學方法是運用與同事、專家、資源及科技的互動來培養個人興趣，以改善以教師為中心的教學方法。
The principles of project-based learning are observed in other instructional methods and pedagogy, such as project-based science (Blumenfeld et al., 1991; Marx, Blumenfeld, Krajcik, & Soloway, 1997), disciplined inquiry (Levstik & Barton, 2001), open-ended learning environments {Hannafin, Hall, Land, & Hill, 1994; Hannafin, Land, & Oliver, 1999), WebQuests (Dodge, 1995,
1998) and student-centered learning environments {Land & Hannafin, 2000).
專題導向的原理是來自於如科學專題、學科探究、開放的學習環境、WebQuest及以學生為中心的學習環境等的的教學法與教育學。
Grant (2002) defined the common elements across these models for project based learning as (a) an introduction, {b) definition of the learning task, (c) procedure for investigation, (d) suggested resources, (e) scaffolding mechanisms, (0 collaborations, and (g) reflections and transfer activities.
格蘭特（2002）定義了專題導向的共同要素（1）介紹，（2）界定的學習任務，（3）探究的程序，（4）建議的資源，（5）鷹架機制（6）合作，以及（7）反思和形成活動。
2010年4月16日 星期五
「Project-Based Science: Reflections of a Middle School Teacher」論文評析
Abstract
This article describes my experiences using the project-based science approach with 2 groups of seventh-grade students. I explain why I joined 10 veteran teachers and a group of university researchers in an effort to enhance the teaching of science. After identifying the key features of project-based science and describing the content and activities of the 2 project-based science units I taught, I discuss challenges I faced in implementing this approach. Time management presented the greatest difficulty. This included constraints imposed by district curriculum requirements, class period length, planning preparations, technology and telecommunication problems, and unit deadlines. Student collaboration and team cohesiveness also posed problems. I analyze how successfully the implementation of the units exemplified the project-based model. In the final sections I compare the strengths and weaknesses of my project-based and traditional science instruction. I decide that the "dividends" of project-based science are worth the energy and time "investment." However, I believe my students would benefit most from a project-based science approach if it were integrated into a school year punctuated by units of varying length, intensity, and learning styles. After acknowledging the new dimensions of student achievement stimulated by project-based science, I conclude that I could not be satisfied returning to a traditional approach to science teaching.
本文介紹了我的經驗，使用項目為基礎的科學方法與 2組的7年級學生。
我解釋為什麼我加入了10個一組的老教師和大學的研究，努力提高教學的科學。
在確定項目的主要特點為基礎的科學和描述的內容和活動的2項目為基礎的科學單位我教，我將討論我所面臨的挑戰在執行本辦法。
時間管理提出了最大的困難。
這包括由區課程實施的限制規定，上課時間的長度，規劃準備工作，技術和電信的問題，本單位的最後期限。
學生的協作和團隊凝聚力也提出問題。
我分析如何成功的實施，體現了項目單位為基礎的模式。
在最後的部分我比較的優勢和弱點我的項目為基礎的傳統科學教學。
我決定，“紅利”項目為基礎的科學是值得的精力和時間“投資”。
但是，我相信我的學生將受惠最多的項目為基礎的科學方法，如果它被納入一學年留下了單位的不同長度，強度，以及學習方式。
經過確認的新層面的學生成績刺激項目為基礎的科學，我認為我不能滿足恢復到傳統的科學教學方法。
This article describes my experiences using the project-based science approach with 2 groups of seventh-grade students. I explain why I joined 10 veteran teachers and a group of university researchers in an effort to enhance the teaching of science. After identifying the key features of project-based science and describing the content and activities of the 2 project-based science units I taught, I discuss challenges I faced in implementing this approach. Time management presented the greatest difficulty. This included constraints imposed by district curriculum requirements, class period length, planning preparations, technology and telecommunication problems, and unit deadlines. Student collaboration and team cohesiveness also posed problems. I analyze how successfully the implementation of the units exemplified the project-based model. In the final sections I compare the strengths and weaknesses of my project-based and traditional science instruction. I decide that the "dividends" of project-based science are worth the energy and time "investment." However, I believe my students would benefit most from a project-based science approach if it were integrated into a school year punctuated by units of varying length, intensity, and learning styles. After acknowledging the new dimensions of student achievement stimulated by project-based science, I conclude that I could not be satisfied returning to a traditional approach to science teaching.
本文介紹了我的經驗，使用項目為基礎的科學方法與 2組的7年級學生。
我解釋為什麼我加入了10個一組的老教師和大學的研究，努力提高教學的科學。
在確定項目的主要特點為基礎的科學和描述的內容和活動的2項目為基礎的科學單位我教，我將討論我所面臨的挑戰在執行本辦法。
時間管理提出了最大的困難。
這包括由區課程實施的限制規定，上課時間的長度，規劃準備工作，技術和電信的問題，本單位的最後期限。
學生的協作和團隊凝聚力也提出問題。
我分析如何成功的實施，體現了項目單位為基礎的模式。
在最後的部分我比較的優勢和弱點我的項目為基礎的傳統科學教學。
我決定，“紅利”項目為基礎的科學是值得的精力和時間“投資”。
但是，我相信我的學生將受惠最多的項目為基礎的科學方法，如果它被納入一學年留下了單位的不同長度，強度，以及學習方式。
經過確認的新層面的學生成績刺激項目為基礎的科學，我認為我不能滿足恢復到傳統的科學教學方法。
2010年4月15日 星期四
「Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning」論文評析
Abstract
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.
基於項目的學習是一個全面的方法在課堂教學和學習，旨在讓學生在真實的問題進行調查。
在本文中，我們提出一個論點為什麼項目有可能幫助人們學習，說明各種因素影響的項目設計，動力和思想;檢查困難的學生和老師可能遇到的項目;並說明如何利用技術支持學生和教師因為他們的工作項目，使動力和思想得以持續。
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.
基於項目的學習是一個全面的方法在課堂教學和學習，旨在讓學生在真實的問題進行調查。
在本文中，我們提出一個論點為什麼項目有可能幫助人們學習，說明各種因素影響的項目設計，動力和思想;檢查困難的學生和老師可能遇到的項目;並說明如何利用技術支持學生和教師因為他們的工作項目，使動力和思想得以持續。
「The Project Method」論文評析
The Project Method
by William H. Kilpatrick ?1918
The word 'project' is perhaps the latest arrival to knock for admittance at the door of educational terminology. Shall we admit the stranger? Not wisely until two preliminary questions have first been answered in the affirmative: First, is there behind the proposed term and waiting even now to be christened a valid notion or concept which promises to render appreciable service in educational thinking? Second, if we grant the foregoing, does the term 'project' fitly designate the waiting concept? Because the question as to the concept and its worth is so much more significant than any matter of mere names, this discussion will deal almost exclusively with the first of the two inquiries. It is indeed entirely possible that some other term, as 'purposeful act', for example, would call attention to a more important element in the concept, and, if so, might prove superior as a term to the word 'project'. At the outset it is probably wise to caution the reader against expecting any great amount of novelty in the idea here presented. The metaphor of christening is not to be taken too seriously; the concept to be considered is not in fact newly born. Not a few readers will be disappointed that after all so little new is presented.
這個詞'項目'，也許是最後一個登場的准入敲在門口的教育術語。
我們應當承認的陌生人？
不是明智的，直到2初步問題最先回答是肯定的：
首先，是有任期的建議背後，等待甚至現在是一個有效的命名的概念或概念，它承諾提供可觀的服務教育思想？
第二，如果我們給予上述情況，還有，'項目'fitly指定等待的概念？
因為質詢的概念，其價值更重要的是這麼多的問題比任何單純的名字，這次討論會處理幾乎完全與第一期的2查詢。這實在是完全可能的，其他一些術語，如'有目的的行為'，例如，將引起人們注意更重要的元素的概念，以及，如果有的話，可能被證明優於作為一個名詞的詞'項目'。
在開始的時候可能是明智的告誡讀者，不要寄望有大量的新奇想法在這裡提出。
這個比喻的洗禮是不能太認真對待，要考慮的概念其實並不新生。
不少讀者會感到失望，畢竟這麼少，提出了新的。
by William H. Kilpatrick ?1918
The word 'project' is perhaps the latest arrival to knock for admittance at the door of educational terminology. Shall we admit the stranger? Not wisely until two preliminary questions have first been answered in the affirmative: First, is there behind the proposed term and waiting even now to be christened a valid notion or concept which promises to render appreciable service in educational thinking? Second, if we grant the foregoing, does the term 'project' fitly designate the waiting concept? Because the question as to the concept and its worth is so much more significant than any matter of mere names, this discussion will deal almost exclusively with the first of the two inquiries. It is indeed entirely possible that some other term, as 'purposeful act', for example, would call attention to a more important element in the concept, and, if so, might prove superior as a term to the word 'project'. At the outset it is probably wise to caution the reader against expecting any great amount of novelty in the idea here presented. The metaphor of christening is not to be taken too seriously; the concept to be considered is not in fact newly born. Not a few readers will be disappointed that after all so little new is presented.
這個詞'項目'，也許是最後一個登場的准入敲在門口的教育術語。
我們應當承認的陌生人？
不是明智的，直到2初步問題最先回答是肯定的：
首先，是有任期的建議背後，等待甚至現在是一個有效的命名的概念或概念，它承諾提供可觀的服務教育思想？
第二，如果我們給予上述情況，還有，'項目'fitly指定等待的概念？
因為質詢的概念，其價值更重要的是這麼多的問題比任何單純的名字，這次討論會處理幾乎完全與第一期的2查詢。這實在是完全可能的，其他一些術語，如'有目的的行為'，例如，將引起人們注意更重要的元素的概念，以及，如果有的話，可能被證明優於作為一個名詞的詞'項目'。
在開始的時候可能是明智的告誡讀者，不要寄望有大量的新奇想法在這裡提出。
這個比喻的洗禮是不能太認真對待，要考慮的概念其實並不新生。
不少讀者會感到失望，畢竟這麼少，提出了新的。
「A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction」論文評析
A Collaborative Model for Helping Middle Grade Science Teachers Learn Project-Based Instruction, by Joseph S. Krajcik, Phyllis C. Blumenfeld, Ronald W. Marx and Elliot Soloway © 1994 The University of Chicago Press.
Abstract
We describe our collaborative work on project-based instruction with middle school teachers. Grounded in constructivist theory, project-based instruction affords many possibilities for transforming classrooms into active learning environments. To make the theory concrete and accessible to teachers, we delineate features. Students' investigations are organized around a driving question, which is authentic and encompasses substantial content. In attempts to find answers to the questions, students collaborate with each other, develop artifacts, and use technological tools. Because project-based instruction entails considerable changes in classroom practices, we detail associated challenges in enactment. Derived from the teacher development literature, our model for supporting teachers focuses on a dynamic interplay of collaboration, enactment, and reflection. Teachers collaborate with peers, university personnel, and experts in content and technology to discuss information and ideas. They plan and enact projects, reflect on their experiences, and return to the group to share experiences and strategies for meeting difficulties, as well as for supporting each other. Through cycles of collaboration, enactment, and reflection, teachers and university personnel gain new visions of instruction, develop rich conceptions of the features and associated challenges of project-based instruction, and learn strategies for enacting practices that are congruent with theory.
我們描述我們的協作工作，基於項目的教學與中學教師。
立足於建構主義理論，基於項目的教學 affords很多可能性轉化為主動學習的教室環境。
為了使理論具體和訪問教師，我們劃定的功能。
學生的調查是圍繞駕駛問題，這是真實的，並包含大量的內容。
在試圖尋找答案的問題，學生相互合作，開發文物，並使用技術工具。
由於項目為基礎的教學需要相當大的變化，課堂教學，我們在制定詳細的相關的挑戰。
來自教師發展文學，我們的模型支持教師的工作重點是動態的相互協作，制定和反思。
教師協作與同齡人，大學人才，技術專家，在內容和討論信息和想法。
他們計劃和制定項目，反映他們的經驗，並返回該小組分享經驗和戰略會議的困難，並為相互支持。
通過週期的合作，制定和反思，教師和大學人員獲得新的教學視野，豐富發展觀念的特點和面臨的挑戰基於項目的教學，學習策略的制定做法是一致的理論。
Abstract
We describe our collaborative work on project-based instruction with middle school teachers. Grounded in constructivist theory, project-based instruction affords many possibilities for transforming classrooms into active learning environments. To make the theory concrete and accessible to teachers, we delineate features. Students' investigations are organized around a driving question, which is authentic and encompasses substantial content. In attempts to find answers to the questions, students collaborate with each other, develop artifacts, and use technological tools. Because project-based instruction entails considerable changes in classroom practices, we detail associated challenges in enactment. Derived from the teacher development literature, our model for supporting teachers focuses on a dynamic interplay of collaboration, enactment, and reflection. Teachers collaborate with peers, university personnel, and experts in content and technology to discuss information and ideas. They plan and enact projects, reflect on their experiences, and return to the group to share experiences and strategies for meeting difficulties, as well as for supporting each other. Through cycles of collaboration, enactment, and reflection, teachers and university personnel gain new visions of instruction, develop rich conceptions of the features and associated challenges of project-based instruction, and learn strategies for enacting practices that are congruent with theory.
我們描述我們的協作工作，基於項目的教學與中學教師。
立足於建構主義理論，基於項目的教學 affords很多可能性轉化為主動學習的教室環境。
為了使理論具體和訪問教師，我們劃定的功能。
學生的調查是圍繞駕駛問題，這是真實的，並包含大量的內容。
在試圖尋找答案的問題，學生相互合作，開發文物，並使用技術工具。
由於項目為基礎的教學需要相當大的變化，課堂教學，我們在制定詳細的相關的挑戰。
來自教師發展文學，我們的模型支持教師的工作重點是動態的相互協作，制定和反思。
教師協作與同齡人，大學人才，技術專家，在內容和討論信息和想法。
他們計劃和制定項目，反映他們的經驗，並返回該小組分享經驗和戰略會議的困難，並為相互支持。
通過週期的合作，制定和反思，教師和大學人員獲得新的教學視野，豐富發展觀念的特點和面臨的挑戰基於項目的教學，學習策略的制定做法是一致的理論。
2010年4月14日 星期三
「Project-based learning: Pursuits with a purpose.」論文評析
William Heard Kilpatrick, who pioneered project-based learning in the early 1900s, advocated basing schools on child-chosen projects engendering "purposeful activity." When children are allowed to choose what to explore, they become intrinsically motivated to work hard and strive for the highest quality. A fifth-grade teacher describes his multidisciplinary, developmental approach to project design and his students' salutary perceptions and reactions. (MLH)
克伯屈，誰率先推出基於項目的學習在20世紀初，主張立足學校的孩子選擇的項目醞釀“有目的的活動。”當孩子可以選擇什麼探索，他們成為內在的動力去努力工作，爭取最高的質量。一個五年級的老師介紹了他的多學科，發展項目的設計方法和他的學生有益的看法和反應。 （雜木）
克伯屈，誰率先推出基於項目的學習在20世紀初，主張立足學校的孩子選擇的項目醞釀“有目的的活動。”當孩子可以選擇什麼探索，他們成為內在的動力去努力工作，爭取最高的質量。一個五年級的老師介紹了他的多學科，發展項目的設計方法和他的學生有益的看法和反應。 （雜木）
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