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數位學習近年來快速成長，網路主題探究式學習已經成為人們關注的新學習模式之一，WebQuest是一種非常成熟的網路學習模式，學習者使用的資訊來源多數來自網際網路，由教學者規劃與指引學習過程給學習者，讓學習者可以循序漸進地進行主題探究式學習。眾多研究結果發現，WebQuest學習模式的確有助於提升學習者的高層次思考、合作學習、問題解決能力，因此，WebQuest成為許多教學者與學生喜歡使用的網路學習模式之一。 WebQuest由教學者篩選網路資源給學生，故學生不需自行搜尋資源，考量到資訊社會的來臨，在資訊過載的時代，想要從網際網路上的巨量資訊中，有條理地處理複雜資訊，培養學生的資訊尋求策略在所難免。資訊教育已成為全球發展重要議題，也是我國九年一貫新課程的七大議題之一，而資訊尋求策略與九年一貫資訊教育目標的關係密切，Big6也被認為是培養資訊素養的最佳途徑。 因此，本研究將Big6技能融入WebQuest學習模式之概念，讓學生透過主題探究所提供的鷹架引導學習的同時，也可以訓練學生對資訊的搜尋、處理、分析、展示與應用的能力，希望接近與九年一貫所設定的資訊教育之核心能力目標，並且實作一雛型來驗證此概念。本研究結果顯示Big6技能適合融入WebQuest網路學習模式，而WebQuest & Big6之概念可於Moodle教學平台實現，希望未來提供教學者及學習者使用。 / In recent years, e-learning has developed rapidly and inquiry-based learning network such as WebQuest has become one of the most prominent and latest modes of learning and absorbing knowledge. WebQuest is a sophisticated e-learning tool in which most of the information provided to the learners comes from the web. However, the webs provided are tailor-made and carefully selected by the educators so the learners can engage in the inquiry-oriented lesson step by step and without deviating from the right course. Furthermore, many scholars has discovered that this particular pattern of learning has proven efficient for internet learners to enhance their skills in higher-order thinking, cooperative thinking as well as problem solving. Given these advantages, it is indisputable that why WebQuests is well received by both educators and learners. In view of we are living in an information society where information overloads, it is hence immensely difficult for internet users to select and process viable internet resources. In dealing with this problem, in WebQuest, it is the educators who are responsible to sieve out useful internet resources for the learners instead of leaving them alone and helpless with abundant information. With IT education has become one of the important issues of global development, it is extremely essential to cultivate internet users with such selective skill. Taiwan, in particular, has even listed IT education as one of the Seven Issues within the Grade 1-9 Curriculum. As the Grade 1-9 Curriculum and information seeking strategies are intimately related to each other, the information problem-solving process model of Big6 is thus deemed as the optimal way of cultivating one’s information literacy. Apart from guiding the internet learners with the scaffold of the inquiry-oriented learning WebQuest, my research, moreover, intends to integrate both the Big6 process model and WebQuest together in order to enhance learners’ ability in internet resources searching, processing, analyzing, displaying and application, as so to achieve the goal of the Grade 1-9 Curriculum in promoting IT education. In addition, I will develop a prototype to validate my conception of the combination between Big6 and WebQuest. The result of my research, besides indicating that Big6 can be integrated with WebQuest, has also proven that the combination’s viability on the Moodle’s platform, which I anticipate, will be facilitating both the educators and the learners in the coming future.

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另類學校處於升學主義與考試中心的價值洪流中，不時地被添上許多莫須有的帽子，例如「另類學校畢業生沒有競爭力」、「另類學校是貴族學校」、「有問題的學生才需要另類教育」等罪名，這些問題必得由教育的主體─學生來發聲，根據他們的體驗與視角，來摘除上述種種對於另類教育的汙名。此外，為了探究不同體制的學校教育如何影響學生的自我形構，本研究嘗試以敘說研究的方式，來探究一位跨越教育體制畢業生的生命故事，從而瞭解其自我調適的歷程與自我形構的因素。自我形構是一個動態的未完成狀態，人的一生不斷的調整自我內在與外在環境至一個和諧的狀態，因此，外在環境對於自我形構的影響甚鉅，而對學生的自我形構而言，學校教育的環境便是一大重要場域。研究發現，開放自由的教育理念與方式培養學生建立較具正面與積極的自我圖像，而較保守封閉的教育理念與方式會使得學生對於自我圖像失去想像力空間，而創造性變得比較狹隘。藉由兩種教育體制的對照與激盪，不僅碰撞出教育本質之應然所在之處，同時也為另類教育學提供另一種論述基礎。 關鍵字：另類教育、全人中學、敘說探究、自我 / Alternative schools are usually misunderstood by people surrounded in the mainstream of credentialism, such as non-competitiveness, exclusive schools only for nobles or problem-maker students. In order to answer these questions raised above, it should be spoken by the narrative of students who had studied in a mainstream school and an alternative school to get rid of rumors. The purpose of the research is to deliberate the process of the self construction of students in different educational system of schools. Self construction is an ongoing process, and people would adjust constantly between inner self and outside environment to achieve a status of harmony. Therefore, school environment is one of the most important places for students. It finds that students grow positive self images easier in open and liberal school environments. On the contrary, students have lower imagination and creativity to their self images in conservative and closed school environments. The research is not only remind people what education is, but also provide a narrative for alternative schools. Keywords: alternative school, Holistic school, narrative, self

探究式教學法常被應用於科學學習活動中，有助於學生理解科學本質與推理過程，探究式學習歷程對於掌握影響探究式學習成效因素具有其重要意義，但是教師難以完全掌握學生的探究式學習歷程。因此，若能有目的、精確且真實的紀錄學習者在科學探究學習平台上的學習行為，將能更加全面性的掌控影響探究式學習成效的原因。 本研究以CWISE為輔助學習者進行科學探究學習之平台，並於平台中發展xAPI學習歷程記錄器模組，詳細的紀錄學生之學習歷程，以即時收集學生在科學探究學習過程之學習歷程資料，除了分析影響探究學習成效的個人因素與學習歷程行為外，並搭配序列探勘方法(sequential pattern mining)及序列分析(lag sequential analysis)，探討不同學習成效、探究能力、科學態度學習者之探究學習成效、整體學習時間與探究式模擬實驗學習時間，以及探究學習歷程是否具有顯著轉移與差異。 研究結果顯示：(1)探究能力越高者其探究學習成效越佳；(2)體驗探究模擬實驗活動時間越長，其探究能力與學習成效越佳；(3) 基於序列探勘，高低不同學習成效學習者在探究學習之整體課程瀏覽順序無顯著差異，均是依照課程設計的探究式學習流程順序進行學習；(4)基於序列分析，高學習成效與高探究能力學習者在進行浮力單元模擬實驗後，會再次調整先前設立之假說，而低學習成效與低探究能力學習者，則欠缺此一關鍵的探究學習行為；(5)探究模擬實驗活動有助於提高其探究能力與學習成效。最後，本研究依據研究結果針對探究式課程的課程設計提出建議，並提出未來研究方向。

九年一貫課程「將傳統學科統整為七大學習領域」，在知識結構方面的改變，對教師的影響甚大；其中，尤以「綜合活動學習領域」的實施，最令基層教師感到困擾。研究者多年來擔任師資培育中心的教學研究發現，現行九年一貫課程「綜合活動學習領域」的實施，存在著許多問題。綜合課程強調「統整課程」及「合科教學」的部分，期能透過「綜合活動學習領域」的設置及活動過程的體驗與反思，將傳統的分科課程，統整為相互關聯的領域，並且落實學生生活能力的陶養。其若以「美學/哲學的課程取向」論述，教師可依循課程綱要，自主的規劃教學活動，學校也可採取彈性課程的方式，由生活經驗出發，讓學童探索真實生活中的經驗，學習對事物做深入的體驗、判斷與理解意義；因此，如何促使「生活中美感」與「體驗活動」產生聯結，落實學童生活能力的陶養，便成為「綜合活動課程實踐」的關鍵因素。 本文採用敘事分析的探究途徑，針對國小「綜合活動學習領域」教師的教學實踐敘事，進行「教師自我歸因」的敘事意義創塑，強調「閱讀文本、分享對話、游移遊戲」半結構式的課程設計，一種閱讀詮釋、對話視域與遊戲體驗的課程美學探究。本研究發現： 1、透過「教師敘事－自我歸因」的概念範疇，論述「綜合活動學習領域」課程美學之可能實踐途徑；包含：省思跨領域綜合課程的交互作用；充實學生生活使其發展完美人性；閱讀、對話與分享意念的課程實踐；課程中的主體性與情境詮釋以及一種「詮釋性反省的手法」：教師藉以覺察「師生從學習經驗中協商出的意義」，進而重新審視課程中「教育經驗的內涵及意圖」，「敘事」得以「喚醒了課程主體」，一種生命歷程、多元情境脈絡的建構過程、衝擊與協商。 2、透過「課程實踐－教學敘事」的案例分析，探究「觀看/閱讀生活世界」課程美學之可能實踐途徑；包含：協商的、批判性的、互為文本的解讀；師生互為「觀看、傾聽、感覺和感動」；「體驗作為一種學習方式」的課程實施；「故事作為一種學習方式」的課程實施；「想像文本作為一種學習方式」的課程實施以及「詩性智慧作為一種學習方式」的課程實施：綜合活動課程藉以創造出一個「詩性的經驗、感性的融合」，使其經營出一種對話遊戲中的新經驗，由詩、遊戲、美感經驗所構成的學習課程；在學習過程中，師生得以審視「由故事、創造組成，觸及學習者感覺、同情與想像力思維、詩性的體驗和實踐的智慧」。 3、透過「課程美學－詮釋批判」的概念範疇，探究「師生交感於美學視野」的互動過程之可能途徑；包含：詩性的、經驗內容的自我體驗和表白；在意義流動開展中解構自己的課程世界；情境互動、解構文本、賞析與視野融合；一種神話、故事、夢想與想像課程意圖；教育如何促使人們發展自己的知覺力量；如何促使人們發展美好生活的課程實踐：教師藉以審視或覺察「他們處於不斷的變化之中」，一種「主動的學習歷程，一種整體的生命經驗」，而且透過「課程的動態觀點」，所有的課程設計，都可以是一種思維過程的課程經驗，一種美好生活的「覺醒和意識」的模式。 4、透過「課程敘事－語言流動」的分析架構，探究「生活中美感」與「體驗活動」產生聯結之途徑；包含：語言的可能性與「觀看途徑」的運作；「以學生為主體」真實生活世界的知識實踐；能將「生活世界」真實存在的主題加以關連；對話提供未完成性的關連與希望的存有覺察；教育情境的動態發展，人與豐富情境的「邂逅」：教師藉以重新審視過程中「課程片段、組成部分的反思與回饋」，一種「人與情境多樣性的檢視」，透過「自由的實踐」，質疑一切看似靜態與不易變更之社會事實，一種互動不斷演化出渾沌的、眾多不同模式的課程實踐。 / Integrating the traditional disciplines into seven main learning areas according to Grade 1-9 Curriculum has imposed great impact on both knowledge structures and the instructors; especially the practice of Integrative Activities Learning really troubles the grass-roots teachers. Base on years of experience as an instructor in Teacher Education Center, I’ve found that the current implementation of Integrative Activities Learning is not easy to be executed in reality. The purpose of Integrative Activities Learning is to emphasize on integrated curriculum and all teaching aspect, and through the participation in the planned activities, students are in the mean time trained to have good life skills. When focusing on Aesthetics/Philosophy Course Orientation, not only the teachers can follow the curriculum guidelines to set the pace of the appropriate teaching plans, the schools can also adopt flexible curriculum; this will be a good way to guide the students in learning, exploring and experiencing daily events. Moreover, through the practice of Integrative Activities, students can learn to link their daily experiences with beauty of life, thus, they’re trained to own life skills. This abstract uses narrative analysis as the mean to proceed the evaluation on the effectiveness of practicing Integrative Activities Learning in elementary schools. To study the result of stressing on story reading, dialogue sharing and doing waver game – a curriculum for attaining story understanding, dialogue forming and gaming experience. This research found the following points. 1.Through the concept of narrative analysis and self-attribution to realize the possible ways of implementing Integrative Activities Learning in elementary schools. Teachers can guide students to learn to appreciate beauty and moral values in the process of reading, sharing dialogues and thoughts with others and further more, developing good life skills. 2.Through the concept of curriculum practice and teaching narrative to find the possible ways of practicing aesthetics curriculum in schools. Teachers can interact with students by sharing with one another about what their thoughts are in watching, listening and feeling from doing group activities. Through experimenting, reading and imagination brainstorming, Integrative Activities Learning can be a great tool to create a fun and productive learning experience for both teachers and students. 3.Through the concept of curriculum aesthetics and interpretation of critical to determine the possible ways of teacher/student interaction on beauty. Teachers and students can interact through studying myths, stories and dreams; by taking the initiative to learn and share inner thoughts with others, students can cultivate an overall life experience and gain the awakening and awareness through calculated curriculum learning. 4.Through the concept of curriculum narrative and language flow to find the connection between beauty of life and experience activities. Teachers can show the students the possibilities of languages usages, discuss the life themes of this living world with students and help them to examine, question and clarify the seems unchanged social facts and find the core value of their own through participating in the course.

基於單一文化之困境與美學意識之衰微，台灣另類教育在二元對立的邏輯運作下，常遭受負面的誤解或打壓，普羅大眾對於另類學校學生最常見的質疑便是：「以後要怎麼跟人家競爭？」、「如何考基測？」、「出去有辦法適應嗎？」，為探究另類學校學生的生活世界及其進入體制內學校的跨體制經驗，本篇論文嘗試以敘說探究開採夏天—一位華德福學校學生的生命故事，從而了解其學習世界的變遷及內在的適應歷程。研究發現，華德福學校具備自由、對話、創造之特徵，以即興的學校圖像作為陶養創造性人格之可能條件，促使夏天在面對基測和進入體制的衝突中展現出自我組織的生命樣態，而即興美學中的自由遊戲精神與複雜思維，不僅啟示了教育引發創造的本質，同時也為另類教育學提供更多元的定位基礎。 / Because of the conformity of culture and the lack of aesthetics, alternative education in Taiwan is usually misunderstood or suppressed in the logic of binary dualism. The most common questions to alternative schools’ students are “How do they compete with others in the future?”, “How do they prepare for the basic competence test?”, and “Are they able to adapt to the life outside?” To investigate the life world of an alternative school’s student, Summer, and her experience of transferring to normal school, narrative inquiry is adopted in this research to understand the changes of the learning environments and her state of mind. According to the conclusion, the Waldorf school contains the characters of freedom, dialogue, and creation. And its picture of improvisation provides Summer with possible conditions for developing creative personality. As a result, she shows the attitude of self-organization when facing conflicts in the cross-boarder process. In addition, improvisation’s spirit of free play and complex not only reveal the essence of education as creation, but also provide alternative education with more diverse orientation.

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