以摘要策略融入引導發現教學法促進國小高年級學生臺灣史學習成效之行動研究

因應教育部十二年國教的推動，希望孩子能成為自發主動的學習者，研究者反思過往在臺灣史教學上遇到之困境，改變以往的教學模式，發展具備素養導向的課程與教學。本研究旨以摘要策略融入引導發現教學法，探討國小高年級學生臺灣史學習之成效。本研究之研究目的為以下三點： 1.發展摘要策略融入引導發現教學法對國小學生臺灣史學習之歷程。 2.探討摘要策略融入引導發現教學法對國小學生臺灣史學習之成效。 3.探討教師實施摘要策略融入引導發現教學法之反思。為達研究目的，本研究採用行動研究法，採兩階段循環之方式。以臺中市S國小五年級學生為研究對象，共二十五人，並以臺灣史「荷西時期」及「明鄭時期」為教學內容，教學模式為提示舊經驗，引起學生學習動機，其次藉由老師設計問題情境，帶領孩子回到當下時代背景脈絡思考，並請同學依照直覺思維回答，進行解釋，討論完畢後教師再引入概念，之後搭配摘要策略學習單，小組合作從課本中找答案，最後則小組統整重點，製作單元筆記。本研究以學生作品、教師觀察紀錄表、訪談大綱及社會科成就測驗前後測為研究工具，加以分析，了解在整個教學活動過程中，個別學生的學習成效。教學時間為六周，每周三節社會課，共十八節。本研究結果如下： 1.摘要策略融入引導發現教學法，能提升學生的學習成就，但對高層次問題的答對率則無影響。 2.摘要策略融入引導發現教學法，能提升學生的學習動機與學習興趣。 3.透過行動研究，修正歷史教學之課程，提升教師教學能力。最後，依據研究結果，研究者提出相關建議，以提供未來研究之參考。

關鍵字

摘要策略；引導發現教學法；臺灣史學習

並列摘要

To create self-initiative learners under the implementation of 12-Year Basic Education in Taiwan, this research was conducted by reflection on the pedagogical obstacles of Taiwanese history, the reform of former pedagogical models, and the development of Literacy-based curriculum and pedagogy. The purpose of this research was to investigate the effectiveness of the integration of “Summarization Strategy” into “Guided Discovery” in Taiwanese history learning of Taiwanese Upper-Grade Elementary students. This study had three specific aims: 1.Develop the process of the integration of summarization strategy into guided discovery in Taiwanese history learning of the Elementary students. 2.Investigate the effectiveness of the integration of summarization strategy into guided discovery in Taiwanese history learning of the Elementary students. 3.Investigate the reflections of the teachers on the implementation of integration of summarization strategy into guided discovery. For the purpose of research, an action research approach with a two-step cycle was conducted. The research object included 25 fifth-grade Elementary students in S Elementary school in Taichung, and the curriculum covered “the Dutch and Spanish colonialism” and “the Koxinga Dynasty” in Taiwanese history. The teacher gave students hints by arousing their previous experience to motivate them and designed problem scenarios to guide them to reflect under the historical context at that time. Students were required to answer the questions intuitively and explain their answers. After group discussion, the teacher introduced the concept of the curriculum, and students were required to find the answers on the textbook and complete the worksheet of summarization strategy within groups. Last, students were requested to find the main points of the curriculum and summarize them within a note. Students’ output, teacher observation forms, interview guides, pre-tests and post-tests of Society achievement were used as research tools to analyze the effectiveness of learning of individual students within the whole teaching activity. The curriculum involved six weeks of Wednesday society classes, 18 classes in total. The conclusion of this research may be briefly stated as follows: 1.The integration of summarization strategy into guided discovery can improve students’ learning achievement but does not influence the correct answer rate of higher-order questions. 2.The integration of summarization strategy into guided discovery can enhance students’ learning motivation and interest in learning. 3.Modifying the history curriculum through action research can improve teachers’ teaching ability. Finally, relative suggestions were provided according to the research results to provide a reference for future research.