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多面向維度筆記教學法對國中歷史教學成效之探究
Research on the Effectiveness of Grade7-9th Students in History by Multidimensional Constructs Note Taking Method
摘要
本研究採準實驗研究法，探討採用「大綱筆記法」與「心智圖筆記法」進行歷史教學對於學生在歷史學習成效與態度的差異。透過「歷史單元成就測驗」與「做歷史筆記教學行為態度量表」等工具進行量化統計分析，提出結果並作為未來教學之參考。本研究結果顯示：實驗組與控制組學生在「歷史單元成就測驗」立即與延宕後測上，並未有顯著差異；實驗組與控制組學生在｢歷史筆記教學行為態度」部分，兩種筆記教學法對於筆記的實用性、做筆記的態度及總體使用行為態度皆具有顯著性，但心智圖法在筆記的實用性向度優於大綱式筆記法；實驗教學結果也證實了兩種筆記教學法使學習成效與學習態度呈現正相關，且心智圖法的相關程度高於大綱式筆記法。
並列摘要
This experiment is to explore the differences in the effectiveness and attitudes of students in history learning by using the ＂Outline Notes Method＂ and the ＂Mind Map Method＂. Quantitative statistical analysis was carried out through tools such as the ＂Historical Unit Achievement Test＂ and ＂Being a Historical Note Teaching Behavior Attitude Scale＂, and the results were presented as a reference for future teaching. The result shows that both group students have almost the same test scores no matter pop quiz or post term exam, and making notes is positive correlation on the studying achievement. However experimental group students who received the mind map notes are better than outline note students in Practicality of notes items. In advance, the experimental group students were more relevant in the historical achievement test.