高一歷史「做筆記」教學策略之行動研究

Action Research on the Teaching Strategy of "Note-taking" in the tenth grade classroom.

林靖于(Lin Ching-Yu)

指導教授 ： 唐淑華

國立臺灣師範大學/教育學院/課程與教學研究所/碩士(2019年)

https://doi.org/10.6345/THE.NTNU.GCI.004.2019.F02

摘要

本研究旨在探討教師如何於高中歷史課程融入「做筆記」的教學策略及其效果。研究目的如下：一、規劃與實施一套適用於高一歷史「做筆記」的課程。二、探討教導高中「做筆記」策略，與做筆記成效之間的關係。三、探討教導高中「做筆記」策略，與學生學習態度間的關係。四、探討教師實施「做筆記」教學策略的反思與專業成長。本研究以行動研究法為取徑，研究場域是一所位於臺北市內的公立高中，透過第一次歷史段考成績做立意取樣，挑選兩班性質相近的班級做實驗組（29人）以及對照組（33人）。教學過程分成三階段，依序為奠基期、實踐期及修正期，藉由實施教學方案、搜集相關資料和反思與修正課程循環方式進行。在實驗前、後兩組學生皆進行做筆記的測驗，測驗結果請校外諍友依據表3-3-1評分規準進行評分，研究者將評分結果以SPSS做資料分析。輔以學生筆記、問卷調查、教師省思札記、影音紀錄等等方式進行三角檢證，藉此了解在教學介入後，能否提升學生做筆記成效以及探究學生學習態度。研究結果顯示，「做筆記」教學策略融入高中歷史課程有助於提升學生筆記成效；在學習態度上，約有七成的學生積極參與課程；且研究者執行「做筆記」教學策略能增進省思與專業成長。此外，本研究亦對「做筆記」教學策略融入高中歷史課程的設計與實施過程，做詳細的紀錄與分析，並提出相關建議作為未來相關研究之參考。

關鍵字

歷史課本閱讀 ； 東大筆記 ； 學習筆記 ； 康乃爾筆記 ； 行動研究

並列摘要

The purpose of this study is to explore how teachers can incorporate the note-taking teaching strategy and their effect in high school history lessons. The research objectives are as follows : First, planning and implementing a set of lessons for note-taking in the history of high school grade one. Second, explore the relationship between teaching high school note-taking strategy and the effectiveness of note-taking. Third, explore the relationship between teaching high school note-taking strategy and students' learning attitudes. Fourth, explore the reflection and professional growth of teachers' implementation of the note-taking teaching strategy.This study adopted action research methodology and it was put into practice in a public high school in Taipei City of Taiwan. Through the first history exam report of the first semesters' purposive sampling. The participants of this study were students from two classes (one was the 29 people experiment group and the other was the 33 people control group) with similar characteristics. This study adapted action research which included three stages, which are the foundation period, the execution period and the revision period. Through the implementation of teaching method, the collection of relevant materials and teacher teaching reflection and correction of the curriculum cycle. All the students in two groups completed pre-test and post-test examination. The results of the test are requested by the outside schools' graduate students to score according to the 3-3-1 rubric . The researchers will use the SPSS for data analysis. And supplemented by students’ class notes, questionnaire survey, teacher’s teaching reflection, audio and video records way to carry out triangulation. In order to understand whether students can improve the effectiveness of note-taking and explore students' learning attitudes after teaching intervention. This study showed that the teaching strategy which was called note-taking could significantly improve students’ ability of note-taking and in learning attitude, about 70% of students actively participate in the course. And the researcher's implementation of the note-taking teaching strategy can enhance thinking and professional growth. This action research carefully recorded and analyzed how the teaching strategy of note-taking could be integrated into daily history lessons in the high school, and the recommendations for future research was offered accordingly.

並列關鍵字

history textbook reading ； Dongda notes ； learning notes ； Cornell notes system ； action research

參考文獻

陳品華（2013）。大學生課堂筆記策略教學方案之成效。教育研究集刊，59（1），73-112。

蕭惠心（2008）。概念圖在國中歷史教材的運用。歷史教育，12，59-79。

壹、中文部分

朱衣、郝明義（譯）（2016）。Adler,M.J.& Van Doren,C.著。如何閱讀一本書（HOW TO READ BOOK）。臺北市：臺灣商務出版社。

宋家復（譯）（2016）。S. Wineburg, D. Martin, & C. Monte-Sano 著。像史家一 般閱讀──在課堂裡教歷史閱讀素養（Reading like a historian: Teaching literacy in middle & high school history classrooms）。臺北市：國立臺灣大學出版中心。