在自然與生活科技領域的「觀測月亮」單元中，由於小四學生無法於預定時間內完成 課程，使獲得的知識並不完整。因此本研究目的為補救教學的不足並發展有效學習策略， 教師運用非直接教學方式之課室討論做為補救教學活動，在開放式教學的活動中藉由學生 與學生、學生與教師間互動，激發思考和交換經驗，產生許多創新的想法及概念。研究者 以觀察法及訪談法透過研究工具蒐集活動中相關資料並加以分析。研究結果發現在教師協 助下學生發展出三種新的學習方法： . 手勢判別月相方法。 . 手勢判別方位的方法。 . 手 勢判別上、下弦月的方法。做為輔助學習及觀察月亮的有效利器，是為具體帶著走能力的 展現。

Because of time limits, the unit “Moon Observation” of Science and Technology could not be finished during the planned schedule, and thus fourth-grade students’ knowledge of this subject was incomplete. The purpose of research is to remedy the deficiency of students’ knowledge and then develop learning strategies. The researcher used classroom discussion of non-direct teaching methods as a remedying activity. In the open teaching activity, through classroom interaction and experience exchange among students, students and the teacher, several innovative ideas and concepts emerged. The researcher used the observation and interview method to collect data. At the end of the activity, the researcher integrated students’ ideas to develop new learning methods by analysis as follows: ) using gestures to check the phase of the moon; ) using gestures to check the position of the moon and ) using gestures to check the first and third quarter of the moon. These methods can be an auxiliary tool for future study and are convenient and effective for moon observation. Further, use of such methods can help students to have ability of observation in their own life.