The purpose of this study is to devise a teaching program integrating Big6 skills into project-based learning of social studies. Applying Big6 skills as a learning scaffold, the teaching program helps students to enjoy project-based teaching modes, to cultivate basic information literacy and to promote abilities to learn better in social studies. The research object is 34 students from the 4th grade of elementary school, and the action research is a two-stage and two-circle one. The researcher tried to understand the students¡¦learning status and get the whole picture of the teaching activity by means of collecting and analyzing data such as information literacy questionnaire, the scale for critical thinking test made by Chiu-Ching Chen, activity learning sheets, student inter-evaluations, student self-evaluations, teacher observations, teaching diaries and interview records. The results of the study are as follows: 1. Big6 skills, integrated into the social project-based learning applying two-stage teaching, is suitable for grade four of elementary school. 2. The students who have experienced Big6 skills integrated into the social project-based learning do promote in information literacy, group learning, expression, listening and the ability of using Big6 skills. 3. Due to the shortage of the study time or the not suitable for study tools, the students¡¦critical thinking is not promoted after experiencing Big6 skills integrated into the social project-based learning. 4. The students consider the integration of information and the evaluation as the most difficult steps in the Big6 method. 5. Teachers and students both identify with Big6 skills integrated into the social project-based learning. Finally, integrating the mentioned findings, the researcher offers some suggestions on the future teaching plan as follows: 1. Supply learning scaffold to promote students¡¦learning effects. 2. Integrate information course into language course can save time for learning. 3.Cultivate students¡¦abilities of reading, summarizing and integrating reading materials. 4. Help students to collect information from varied sources. 5. Extend teaching time and carry out each teaching steps.

The purpose of the research is to construct an instruction program about integrating Big6 skills approach with web-based theme learning by using systematic instruction design model to analyze learners¡¦ background, the content of the curriculum, instruction goals and evaluation methods. The researcher designed teaching activities and learning materials based on two topics in science curriculum¡Xclimate and constellation, and furthermore took the teaching action research divided into two sections and three cycles. Through feedback, reflection and correction, the instruction activities in this program has been developed and divided into four sections¡X(1) to lead to theme learning, (2) Big6 research plan, (3) group learning, (4) result exhibition and evaluation. The instruction program was put into practice in one fifth-grade class of elementary school. After the action research, the students with different abilities showed different learning effect. The result that over 90% students said they gained satisfied achievement and over 70% passed the cognitive test in Big6 skills revealed most of the students really learned the content of the instruction program, but a few students needed the teacher and peer groups to provide much more scaffoldings and learning opportunities, especially in defining questions and finding information. After the three- cycle instruction program, the students got the learning abilities as follows-- (1) learning Bid6 systematic thinking model, (2) learning Big6 skill research method, (3) learning how to write theme reports, (4) learning how to present their products, (5) learning evaluation and reflection, (6) improving abilities to apply technology, (7) learning knowledge related to topics, and revealing the self-leading learning style under the influence of Big6 instruction. The web-based instruction environment constructed on ¡§Open network education platform system like Educities¡¨ can reduce the teacher¡¦s pressure on managing web-based instruction. The functions can cope with the need of the web-enhanced instruction, and become the important communication media between teacher and students in students¡¦ active learning section. The characteristic of the internet on multiple communication mechanism without limitation of space and time can expand the effect on active learning.

The purpose of the research aims to integrate Big6 skills into critical thinking instruction for elementary school sixth grade social studies, cultivate the students the basic capability of information literacy, lead the students an usage the Big6 skills step to integrate the critical thinking meaning of the Ennis as the teaching mode, promote the student to learn the theme learning research in the social studies. The main teaching mode includes four stages: (1)the valuation stage;(2)the investigation stage;(3)the development new look stage;(4)the integration stage. The researcher of this research teach in grade six of primary school, with class student for research object, the data collection pays emphasis to qualitative and quantification analysis , the quantification analysis with Chiu-Ching Chen method which draws up of the critical thinking capability test, researcher learns the theme questionnaire, basic information literacy questionnaire, the qualitative data collection includes the social work sheets, topic research achievement report, student learning portfolio, carrying the teaching diaries, the classroom observation record, consulting with students, parent feedback opinion and teacher¡¦s own inspection and feeling. The results of the data collection and the analysis are as follows: 1. Big6 skills integrate the social studies critical thinking teaching to carry on a two-stage theme learning action research through giving something back to,examining oneself and revising the teaching process, can be used as the basis of the teaching project implementation. 2. Big6 skills integrate the social studies critical thinking teaching project, which is not able to promote the student's critical thinking cognition and skills immediately and effectively, for critical thinking disposition is obviously helpful. 3. The students who have experienced the Big6 skills integrated the social studies critical thinking teaching, emerge from self-directed learning to active learning capability. 4. Parent and teachers and students study the theme and life of the social studies as well as the relevant linking of the teaching project, apply the information science and technology and the group cooperate learning, all embrace encouraging and forward-direction of the viewpoint, affirm the student's performance. Researcher's comprehensive implementation comes to a conclusion that the action research of integrating Big6 skills into critical thinking instruction for elementary school social studies, willing to have the following suggestions to the researcher in the future: The suggestions are: 1. Expanding the Big6 skills implementation information integrates each subject teaching. 2. The social studies teacher should value the critical thinking teaching, carry on a related research of topic. 3. Encouraging teachers and students to participate into the action research together, constructing networking learning mode. 4. Learning to use the qualitative analysis method flexibly. 5. Networking action teaching strategy. 6. Improveing techniques and ways in monthly examination, setting-up social studies item pull.