地理探究與實作課程中情意目標的達成－以地方創生形塑地方感的課程為例

2019年，臺灣的12年國民教育政策—108課綱甫上路，在教學目標與內容上有極大的變革。研究者透過在教育現場實際觀察與操作，發展出本研究。旨在探討108課綱普通高中加深加廣課程中的地理探究與實作，以地方創生為議題設計之地方感課程進行後，學生達到情意目標之程度。本研究以美國社會領域課程標準發展出的「探究弧」為課程基本模式，選定2019年臺灣國家發展委員會提出的「地方創生」政策作為課程主要探討議題，設計20週的探究與實作課程內容，利用探究式教學法，帶領學生依家鄉村里分組進行合作式學習，期望學生透過地理學的研究方法、應用與實踐，探究自己的家鄉村里，發展出對家鄉的關注、喜愛、欣賞、尊重及行動力，形塑其地方感，以達到近年來所重視的情意態度教學目標。本研究透過量化的情意態度問卷調查、質性的課後深度訪談以及學生各項學習成果、回饋表等文件資料，輔以教學者的教學反思日誌及觀課教師的教學觀察表，利用三角檢核法來檢證資料，將所有資料呈現內容進一步分析討論形成研究結論，以提供未來相關教學內容之設計，以及教學現場操作之參考，更進一步為過去探討相對少的情意領域之教學貢獻更多相關研究。研究結果發現，學生經過一學期課程學習後，在108課綱普通高中社會領域綱要態度與價值構面中的三大項目：「敏覺關懷」、「同理尊重」、「省思珍視」等學習表現，有超過一半的學生達到本研究訂定之各項情意目標。其中，達到「同理尊重」的學生比例最高，其次是「省思珍視」與「敏覺關懷」，顯示本研究透過探究與實作的教學方式，有助於多數學生達成情意目標，培養其情意態度。

關鍵字

地理探究與實作；情意目標；地方創生；地方感；合作式學習

並列摘要

The policy of Curriculum Guidelines of 12-Year Basic Education, titled 108 curriculum, was implemented in 2019 and fosters revolutionary changes in teaching objectives and content in the educational system in Taiwan. The researcher developed this study through field observation and operation. The purpose of this study is to investigate the Inquiry and Practice: Geographic Perspectives in the Humanities and Social Sciences approach in Enrichment and Expanded Elective Courses as part of the 108 curriculum in general high school. The research applied the concept of Sense of Place into the course design with the topic of Regional Revitalization and further examined the level of students’ affective goals. The study drew from the “inquiry arc” model developed by the American social field curriculum standards as the foundation of the curriculum. The “Regional Revitalization” policy was selected by the National Development Council of Taiwan in 2019 as the main topic of the curriculum. This curriculum provides a 20-week inquiry and practical course, using the inquiry-based teaching method. Students are assigned into groups using the Cooperative Learning approach based on their hometowns, Students are then trained to explore their own hometowns through the research methods, applications, and practices of geography. The study further aims to provide students opportunities to develop concern, love, appreciation, and respect for their hometowns and mobility, and shape their sense of place, so as to achieve the teaching goal of affective attitudes that has been emphasized in recent years. This is a mixed-method study that collected data from a quantitative affective survey, qualitative in-depth interviews after class, and document analysis including students' learning outcomes, feedback forms and other documents supplemented by teachers' teaching reflections and observation reports. The data coding and analysis process sought to enhance triangulation of data and trustworthiness. The triangulation is used to verify the data and further analyze and discuss all the data presented to form a research conclusion, so as to provide the design of relevant teaching content in the future, as well as the reference of teaching field operation, and further contribute more to the teaching of the relatively few areas of affective attitudes in past research. The results of the study reveal that after studying the course for one semester, participants’ attitudes of the three major items in the Attitudes and Values dimension of the 108 curriculum in the general high school social domain have changed over time. In terms of learning performance, more than half of the students achieved the affective goals set in this study. Among them, the proportion of students who achieved “Empathy and Respect” was the highest, followed by “Introspection and Prizing” and “Sensitivity and Caring”. It shows that the teaching method of inquiry and practice in this study can help most students achieve their affective goals and cultivate their affective attitudes.