將資訊圖表融入高中歷史教材的學習成效以高一歷史課為例

Effectiveness of Using Infographic as Teaching Materials on High School History Course

林瑜嫻 ； 蔡文潔 ； 簡子晴 ； 蔡瑋庭

《圖文傳播藝術學報》 2020 (2020/04) Pp. 221-228

摘要

新課綱上路，將歷史課本從編年式編排改為主題式編排，本研究思考歷史課本編輯方式若有資訊圖表的協助，是否易於學生了解歷史。運用高中歷史課本，加以設計圖表作為教師教學輔助教材。採用準實驗法，對照組是傳統講述教學，實驗組是資訊圖表式教學，課堂後立即做後測教學成效測驗，及延宕測驗。同時實驗組填寫學習滿意度問卷。研究發現資訊圖表的協助在學生學習成效上並無顯著性差異，問卷的四大面向結果皆呈現顯著性，表示學生偏好資訊圖表式授課內容，促進學習歷史的興趣與動機。研究建議為擴大受試班級或人數，拉長實驗週期以降低影響實驗結果的因素。也建議增加課外知識，建立更完整的學習環境。

關鍵字

資訊圖表Infographics ； 高中歷史教材high school history ； 教學成效teaching effectiveness ； 教科書textbooks

並列摘要

As new courses released, the content of the history textbook had changed from the old chronicle one to the new thematic one. Our research group has been thinking the transformation of edition of the history textbook which helps students understand history with infographic. As our research team try to make effect on the high school history textbook with designed infographic as learning materials. In quasi-experiment, control group is traditional teaching, and experimental group is infographic teaching. We took immediate tests after two classes and then took deferred tests and questionnaire about students' attitudes and learning interests of infographic. The research shows that there is no obvious difference on learning with infographic and the questionnaire did have difference. We suggest that infographic should combine the information of textbooks and extracurricular knowledge to provide more complete learning environment.