國中歷史問思教學實踐之個案研究

本研究旨在探討如何建立系統化有層次的歷史問思教學模式。研究者採取個案研究法，針對國中九年級一個班級進行研究。研究目的有三：一是探討問思教學融入國中歷史教學的實施歷程。二是分析問思教學融入國中歷史教學的實施成效。三是省思問思教學融入國中歷史教學的困境與專業成長。本研究將從歷史學習的基礎─課文閱讀為出發，設計一套以問題為本的課程架構，來探討國中歷史問思教學是否能解決當前教學現場面臨的困境與挑戰。在研究過程中，研究者透過觀察、訪談、問卷及文件分析等方式，獲得以下結果：一、歷史問思教學方案的設計與規劃可銜接素養導向歷史教學歷史問思教學之目標與社會領域領綱草案中的學習表現有相符之處，再將歷史問思教學設計，與國教院提出的素養導向教學四大原則進行比較，亦多有相似之處。因此可將歷史問思教學視為九年一貫課程，轉化為十二年國教素養導向課程的歷程。研究中亦發現歷史問思教學的學習材料編制應多元，評量方式應避免過多的書寫作業，而運用分組學習的方式，有利於提升教學情境氛圍。二、歷史問思教學提升學生學習成效學生經過9週問思教學後，學習成就表現，及其他如提問能力、思考能力、溝通能力、統整能力等，以及學習策略的運用都有顯著提升，學生也漸漸成為學習的主導者。此外，歷史問思教學也開拓學生歷史學習的視野，提升學生對於學習歷史的興趣與參與度。三、研究者的省思與教學專業提升在研究歷程中，從最初的規劃設計，到課程的實踐，協同研究教師們透過第三者的視角，提供研究者許多建議與修正方向，使研究者在教學專業上有所精進。此外，在研究過程中，研究者也發現實踐素養導向的教與學，應從培養學生閱讀能力開始，而要培養學生成為終身學習者，繪製跨域課程地圖極為重要。

關鍵字

問思教學；歷史教學；個案研究

並列摘要

This study aimed to investigate how to establish history teaching with the Questioning-Thinking Method in a systematic and multilevel way. The researcher adopted case study, conducting the research on the 9th –grade students at a junior high school. There are three purposes of research. One is to examine the implementing process of the Questioning-Thinking Method incorporated into history teaching at a junior high school. Another is to analyze the effectiveness of implementing the Questioning-Thinking Method in a history class. The other is to reflect on the difficulty and profession progress after implementing this method. This study started with the basic history learning—text reading with a question-based framework to examine whether history teaching with the Questioning-Thinking Method could provide a solution to the difficulty and challenges in the context of teaching scenes. Through observation, interview, questionnaires, and text analysis, the researcher gained the following results.First, the design and plan of history teaching with the Questioning-Thinking Method could be linked to literacy-based history teaching. The goals of history teaching with the Questioning-Thinking Method corresponded with the learning performance in the course outlines of the draft of the social studies field. There were also similarities between the result and the four principles of the literacy-based teaching. Therefore, history teaching with the Questioning-Thinking Method could be viewed as the process of the Nine-Year Integrated Curriculum transformed into the Twelve-Year Literacy-based Curriculum. Moreover, it was also found that the design of teaching material of history teaching with the Questioning-Thinking Method ought to be diverse and that too much written homework should be avoided being used as one of the assessments. Also, cooperation learning was conducive to the learning and teaching atmosphere. Second, history teaching with the Questioning-Thinking Method enhanced the students’ learning efficiency. After the nine-week history teaching with the Questioning-Thinking Method, the students improved their learning achievement, question-asking ability, thinking ability, communication ability, integration ability, learning strategies, etc. The students gradually became the learning initiator. Besides, this method also broadened students’ learning horizons, beneficial to their history learning both in interest and participation. Third, concerning the researcher’s reflection and profession progress, the researcher had improved the profession progress from the initial plan and design to teaching each class. From the third-party viewpoint, the teachers of the team teaching offered the researcher many suggestions. In addition, it is found through the research process that the practice of literacy-based teaching and learning starts from developing students’ reading abilities, and that drawing a course map plays the key role to developing a life-long learner.