CHENG, YI YUN
Ren Ai elementary school teacher
Email：krisschenger@gmail.com
Abstract
The 108 syllabus mainly covers “knowledge”, “skills”, “attitudes & values” intertwined into “competencies”, and finally resorts to action. Let the children learn social science knowledge from the immersive game experience, cultivate the selflearning ability of the upper grade children, and improve the literacy in the social field to apply in daily life situations.
The purpose of this study is to use the CIPP assessment model to analyze the effectiveness of the game experience curriculum in the social sciences of senior grades. Considering the differences between different regions and school classes, action research is used to analyze the implementation status of class game-based courses, using documents, semi-structured interviews, observation records, questionnaire surveys, student pre- and post-testing, and Likert’s sentiment scale. CIPP evaluation model data analysis.
After data analysis, the following conclusions were obtained. In terms of background: the case school’s academic ability is superior to that of the metropolitan area, the teaching resources are rich, and the parents’ input is high. In terms of course input resources: mainly based on the second lesson of the social sciences under Hanlin version six, combined with reciprocal games to allow students to experience the communication and transaction process in transaction interaction, thereby generating “sense” learning. In terms of process variables: 1. 70% of the students experience the difficulty of making money; 2. 30% to 40% of the students learn the importance of money management; 3. 30% of the students put forward fraud and pay less but high profits, so they deduced that social fraud Possible causes of rampant behavior. In terms of results: 1. Students take a positive attitude towards this course and think that this course will have positive help for their future; 2. Motivation is more intrinsic motivation than extrinsic motivation in the class, and likes to be challenging and can cause curiosity The problem is that the score is lower than the preference for the score; 3. The self-efficacy part of the game mastery is generally slightly lower. From the results of data analysis, it can be found that the game-style curriculum not only has a profound experience for children, but also helps children have more core abilities to face the future society. The researchers also put forward practical suggestions and reference for future research on the teaching details of the senior social field.
Keywords :CIPP model, game-style curriculum, social field, elementary school, senior grade