有效教學策略融入國中地理科教學之行動研究

An Action Research on Integrating Effective Teaching Strategies into Geography Teaching in Junior High School

張淑怡(SHY-YI CHANG)

指導教授 ： 林志成

國立清華大學/竹師教育學院/教育與學習科技學系/碩士(2017年)

摘要

本研究目的旨在透過行動研究，探討有效教學策略融入地理科教學的教學歷程，對國中九年級學生學習成效與學習態度的改變情形，及研究者自身的專業成長與省思。研究結論如下：
壹、有效教學策略融入國中地理科教學之實施
運用資訊科技融入教學、概念構圖教學、有效閱讀策略與遊戲式學習設計多元教學活動。運用有效教學綜合策略可達到有效教學。
貳、有效教學策略融入教學後，甲班學生學習成效之改變
一、甲班學生地理學業成就測驗成績沒有顯著改變。
二、資訊科技融入教學能維持學習動機與專注力，提高學習成效，學習者對其正向感受最高。
三、運用鷹架漸拆式概念構圖教學策略，提升學習成效；學習者對繪製概念圖的情意正向感受較低。
四、有效閱讀策略能提升學習者閱讀文本與圖表的能力。
五、遊戲式學習的學習成效，因學習者地理學習程度不同而具有明顯差異；教學者的遊戲設計知能為實施遊戲式學習最重要的關鍵因素。
參、甲班學生對有效教學策略融入地理科教學多持正向肯定的學習態度
一、學習者因地理課程內容豐富有趣，課堂氣氛佳師生互動良好，喜歡教師教學風格，樂於參與教學活動，呈正向學習態度。
二、學習態度量表高分組能透過多元教學活動達到有效學習，學習態度正向。學習態度量表低分組因難達成多元教學活動的學習目標，學習態度呈負面感受。
三、多元教學活動實施後，學習者對教師關注其學習狀態的正向態度有所提升。
肆、行動研究能解決研究者教學實務問題，精進教學知能，促進教師專業成長。
最後，本研究根據研究結果，向教學者及未來研究提出建議，以促進有效教學策略在國中地理教學的推展與應用。

關鍵字

行動研究 ； 有效教學策略 ； 地理教學

並列摘要

The study purpose of this action research is to discuss the teaching process of integrating effective Teaching Strategies into Geography Teaching in Junior High School, the changes of the ninth graders’ learning achievements and attitudes, and the researcher’s teaching professional growth and relfection.
The results of the study are stated as following:
I.The implementation of integrating effective teaching strategies into geography teaching in junior high school.
Design multiple instruction activities by integrating information technology into instruction, concept mapping teaching approach, effective reading strategies, and game-based learning. Adopt effective instructional intergrated strategies to achieve effective teaching.
II.The changes of learning achievemetns of the students in Class A after integrating effecive teaching strategies.
A.Class A students’ grades on the academic achievement tests don’t change significantly.
B.Integrating information technology into instruction, which gives the learners the highest positive perceptioin, can maintain the students’ learning motivation and concentration and improve their learning achievements.
C.Using the scaffold-fading concept mapping teaching approach to improve learning achievements, learners have lower affectional positive perceptioin of drawing concept maps.
D.Effective reading strategies can increase the learners’ ability to read texts and charts.
E.Significant differences exist in the learning achievements of game-based learning. Teachers’ knowledge and ability of game design is the most crucial key factor in implementing game-based learning.

III.Most of the students in Class A hold a positive learning attitude toward integrating effective teaching strategies into geography teaching.
A.The learners are fond of the teacher’s teaching style, willing to join the teaching activities, and show a positive learning attitude because geography class is interesting and rich in content, and there is good student-teacher interaction in a good classroom atmosphere.
B.The high-score group in the learning attitude scale has a positive learning attitude and is able to reach effective learning through multiple teaching activities while the low-score group in the learning attitude scale has negative learning perception and difficulty in reaching the learning goals of mulitple teaching activities.
C.Implementing multiple teaching activities, there is an increase in the learners’ positive attitude toward the teacher’s concerns about their learning situations.
IV.Action researches can solve researchers’ practical teaching problems, help make progress in teaching knowledge and ability, and contribute to teachers’ professional growth.
Last but not least, according to the results of the study, provide teachers and future researches with suggestions to help the promotion and application of integrating effective teaching strategies into geography teaching in junior high school.

並列關鍵字

action research ； effective teaching strategies ； geography teaching

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