1、WebQuest: A Brief Introduction,交通工具,通訊,工作,一技之長已不能夠令我們維持生活,生活是解難,是接受挑戰,我們的學生要怎樣準備自己？,學習什麼?如何學習?,學習基礎知識,學習處理吸收資訊,基礎知識,主動尋找辨別真偽尊重創作整理、思考,學習主動思考，融會貫通,培養主動學習的態度,終身學習,掌握文字閱讀及書寫數字運算及表達懂得處理資訊,文字,數字,資訊,資訊處理能力的培養?,深入思考,合作學習,基本學科知識,學習,思考,解難能力,資訊時代：我們的學習,記憶、背誦以應付考試,激發和維持學生的學習興趣；25%的課程上採用資訊科技來輔助教學活動；擴闊學生的視野， 豐富他
2、們的學習經驗， 幫助他們發展具創意的思維。隨激發學生的創意；鼓勵學生不斷自學進修， 培養合作精神。資訊科技鼓勵學生按其本身程度學習， 養成自學的習慣， 令他們終生受惠。與此同時， 資訊科技也會加強學生的溝通技巧和合作精神。,資訊時代：我們的學習,大量資訊：選擇，複製，貼上收集資訊但沒有建構知識點選而不閱讀閱讀而沒有嘗試瞭解重複他人的觀點而缺乏個人想法,學些什麼?,記憶事實、數字、公式，真的可以幫助學生進入世界？教科書可以包括所有令學生在未來世界好好生存的知識？我們的課程已包括所有可以令學生在社會上有效地生活？我們的教育家可以提供令學生成為有貢獻的公民的資訊？,應學些什麼?,在學校基本知識Bas
3、ic Knowledge如何學習 (Learn to Learn)將資訊建構成個人的知識Use information to construct knowledge終身學習Life-long learning將資訊建構成個人的知識Use information to construct knowledge,Life-long Learning,Authentic Situation,Subject knowledge,Generic skills,Scaffolding,Rubrics,專題研習 產生的問題,重視美觀、技術而不重內容注重成果而不重過程學習過程指引甚少,How Learning
4、Should be Guided?,Model 4 Introduction (title/topic)TaskProcess (information sources)EvaluationConclusion,What is it?,How Learning Should be Guided?,Model 3Introduction (title/topic)TaskProcess (information sources)EvaluationConclusion,How Learning Should be Guided?,Model 2Introduction (title/topic)
5、TaskProcess (information sources)EvaluationConclusion,How Learning Should be Guided?,Model 1Introduction (title/topic)TaskProcess (information sources)EvaluationConclusion,Common project learning,How Learning Should be Guided?,Full modelIntroduction (title/topic)TaskProcess (information sources)Eval
6、uationConclusion,WebQuest,An inquiry activity that presents students with a challenging task, provides access to an abundance of usually online resources and scaffolds the learning process to prompt higher order thinking. The products of WebQuests are usually published on the Web for some real feedb
7、ack. WebQuests usually involve a controversial topic. The WebQuest could help students construct their own mental models of standing through active inquiry.,A Newer Definition (Tom March),A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and a
8、n authentic task to motivate students investigation of an open-ended question, development of individual expertise, and participation in a group process that transforms newly acquired information into a more sophisticated understanding. The best WebQuests inspire students to see richer thematic rela
9、tionships, to contribute to the real world of learning, and to reflect on their own metacognitive processes.,http:/ makes WebQuest special,Inquiry-based learning, no definite answer.Kind of Problem-based Learning but on the WebAuthentic situation to arouse interestHelps learning of subject-specific
10、knowledgegeneric skills (skills that can applied to different domains, like communication, numeracy, application of numbers, use of information technology, working with others, improving own learning and performance, problem-solving).Scaffolds student learningLearning Resources mainly on the Web aut
11、hentic informationRubrics for self-evaluation,The WebQuest(ions),An inquiry-oriented activity that includesTeachers chosen Web resources for students to useActivities built around pre-selected resourcesPossibly group workAnalysis, evaluation and synthesis of information,Adapted from the articles by
12、Bernie Dodge, San Diego State University“Some Thoughts about WebQuests”(http:/webquest.sdsu.edu/about_webquests.html ) and“Building Blocks of a WebQuest”(http:/ ),The WebQuest Model,Introduction sets the stage and provides some background information. An instructional set that stimulates prior knowl
13、edge and prepares students for new learning.Task or ProblemsThe challenge or conflict to be addressed in the WebQuest activities,The WebQuest Model ,Process students go through in accomplishing the taskCollaborative teams are formed Specific guided activities Products published on the WebInformation
14、 sourcesinformation needed to complete the taskWeb-basedPrint or video resourcesSometimes embedded in Process,The WebQuest Model ,Evaluation Open-ended for products created by students as a result of their problem solving. Conclusion The closure to the questReminds the learners about what theyve lea
15、rnedTeachers pageinformation to help other teachers to implement the Webquest, including: target learners, curriculum contents, notes for teaching the unit, and, in some cases, examples of student workReferences and citations,Webquest Main Features,Inquiry ApproachMainly use resources on the WebGuided and provided with basic information like web resourcesProducts on the Web to collect feedbacks,END,
