桌上遊戲融入技術型高中歷史教學之行動研究

本研究旨在探討桌上遊戲融入技術型高中歷史教學對於學生在學習興趣與動機的變化情形，以及教學歷程中學生透過桌遊活動在成就測驗和實作活動的各項學習表現，經過不斷地省思和修正中，從「無」到「有」建構行動研究可行之方案，促進學生在學習歷史上的學習興趣與解決問題之能力，並探討教師於教學歷程中的省思和專業成長。本研究以課程講解、桌遊競賽與自製桌遊實作設計二單元歷史教學，於109年10月到110年1月分別在高粱技術型高中電機科、電子科進行二循環教學，研究者於研究歷程蒐集學生訪談、學生作品、與夥伴教師會談紀錄、省思札記等質性資料，輔以單元學習成就測驗、學生回饋問卷等量化資料進行綜合分析，最後綜合歸納研究結論如下: 壹、教學實施歷程方面一、桌遊融入歷史教學先以精熟課程，同時經由教師示範，引導學生自製歷史桌遊。二、桌遊「飲食大富翁」可引發學生的學習興趣進而增強學生實作的信心。三、桌遊融入歷史教學仍需搭配教學策略，未來可嘗試翻轉模式，讓學生能多元學習。四、桌遊融入歷史教學的評量以成就測驗和實作評量為主，可展現出學生的應用能力，未來可調整成就測驗題型，融入桌遊活動內容。貳、學生學習表現方面一、透過成就測驗展現學生的應用能力，並看到學生在人際溝通解決問題的能力。二、桌上遊戲融入歷史教學有效提升學生體整的學習態度。參、學生對課程的回饋與感受一、學生喜歡課程結合遊戲的互動方式，並願意嘗試自製不同單元的桌上遊戲。二、學生認為透過桌遊融入歷史教學讓歷史變得更有趣、多元。三、學生建議能有更多元的上課方式，也希望增加活動堂數。肆、透過行動研究提升研究者對課程與活動的設計能力，並能省思與執行。最後，研究者根據研究結論提出建議，作為教學者、學校行政、教育單位與未來研究者之參考。

關鍵字

桌上遊戲；歷史教學；技術型高中歷史課程

並列摘要

The purpose of this study was to explore the influence of using board games in history teaching toward learning attitude, motivation, and performances of students in a vocational high school. Through constantly self-reflected and revised process, the action research facilitated learning interests and problem-solving ability of students in learning history. Furthermore, reflections and professional growth of teachers in the teaching processes were discussed. Incorporating course lectures, board games competition, and self-made board games into history teaching, this study was conducted both in Dept. of Electrical Engineering and in Dept. of Electronic Engineering in Kaoliang vocational high school (pseudonym) from October 2020 to January 2021. Student interview, student portfolio, discussion with peer teachers, and reflection notes were collected during the research. Coupled with achievement tests and questionnaires, the research results were analyzed and summarized as follows: In the Teaching Process: 1. Students mastered the courses through the teaching process of using board games in history. Meanwhile, teacher’s demonstration led students to produce their own board games. 2. Board game “Diet Monopoly” increased students’ motivation and boosted students’ confidence for practical use. 3. Teaching strategies were needed during the teaching process of using board games in history. Teachers can enhance diverse learning with the use of flipped teaching approach. 4. Achievement tests and performance accessment were the main focuses of board-games-integrated history teaching, which showed the problem-solving ability of students. Teachers can modify the achievement test and incorporate it into board game activities. Students’ performance: 1. Students demonstrated the abilities of application and interpersonal skills through achievement tests. 2. Board games effectively boosted students’ learning attitude. Feedback from students: 1. Students liked the way that integrated games into courses, and were likely to engage in making board games. 2. Students considered that it made history more interesting and diversified the courses by using board games on history teaching. 3. Diverse way of teaching and more classes were proposed from students’ feedback. 4. Researcher strengthened the ability of designing curriculum and activities. Moreover, reflection and implementation were made through the action research. Finally, based on the findings some recommendations were provided for future studies.