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概念圖教學應用於大學通識課程-以中國醫藥大學通識歷史課程“模擬歷史”為例

The Core Curriculum Design and Teaching by Concept Mapping and Information Literacy

Abstracts


在教育部教學卓越計畫補助的機會之下,本校通識課程得以進行創新與改進。本文分享的是在歷史課程方面的實施成效與教學心得,作者希望破除制式一元化的思維,鼓勵、啟發並引導學生主動學習,嘗試以影像媒體輔助教學再結合現代資訊素養能力的養成,訓練學生運用影視與數位資料重建歷史,第一年教卓行動計畫中已完成以概念圖教學來協助學生達成再建構學習主題的目標。

Parallel abstracts


With the financial support of the Teaching Excellence Project sponsored by The Ministry of Education, the courses of general education have obtained the opportunity to make progress. This article is intended to share the teaching experiences and the learning outcomes of an innovative historical course. Utilizing lots of visual teaching resources and integrating information literacy into the content of the course, the authors have set the goal to nurture the freshman's autonomous learning attitude. On the whole, the students have developed their ability to reconstruct the historical significance via the teaching strategy of concept mapping in the first-year's implementation process under the Teaching Excellence Project.

References


吳翎君(2002)。學童歷史思維的教學方法初探。花蓮師院學報。15,83-110。
吳翎君(2003)。「神入」歷史與觀點陳述-引導學童歷史思維的教學方法初探。花蓮師院學報。17,133-151。
周樑楷(1999)。影視史學:理論基礎及課程主旨的反思。台大歷史學報。23,445-470。
Robert Heinich原著、張霄亭譯(2003)。教學媒體與學習科技。臺北:雙葉書廊。
尼爾佛格森楊豫譯(2002)。虛擬歷史。臺北:昭明出版社。

Cited by


黃慶文(2013)。融入獎勵機制之教室互動系統與其教學應用之研究〔碩士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-2511201310120324
陳志軒(2013)。個人概念構圖與合作概念構圖學習活動對於歷史學習行為與成效的影響〔碩士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-1402201415085747

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