專題式學習應用於高中地理實察課程之行動研究

The Action Research of Project-based Learning applied to Fieldwork in a Senior High School

楊千儀(Chian-Yi Yang)

指導教授 ： 詹惠雪

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

本研究旨在探討「專題式學習應用於地理實察課程」對高中學生在地理學習成效之影響，以及教師在課程實施歷程中的省思與成長。
本研究以新竹市某高中一年級20位學生為研究對象，利用高一跑班的選修課程，進行16節的教學活動。研究過程中研究者透過設計、實施、反思、修改與再實施等行動歷程進行研究，並蒐集學生的學習單、檢核表、回饋問卷、專題成果、學生訪談及夥伴教師的訪談資料等，整理分析並歸納出下列結論︰
一、以專題式學習進行地理實察課程時，應將「觀察活動」作為課程的起點，並將地理研究基本技術融入專題課程中進行。過程中可輔以心智圖、多元的專題示例、師生共同檢視與分析後的檢核表、安排多樣化資料蒐集的課程、提升小組討論研究氛圍、師生深入討論及教師建立正面心態等方式增進學生自主學習的態度。
二、以專題式學習進行地理實察，學生在「了解地理學的研究觀點」以及「了解第一手資料蒐集方法的種類」的認知上有所成效。在地理技能方面，學生在「繪製及使用統計地圖」及「蒐集與分析統計資料」有所成長。而在學習態度上，若為實際操作且有明確指示步驟的課程，學生普遍的學習態度較佳。然對須要費時及分析的課程，學生探究的動機不高，且學生學習態度深受小組討論氛圍的影響。
三、透過學生的回饋及教師的觀察，研究者歸納出學生是否喜歡專題製作與三要素相關：「學生人格特質」、「組內氛圍」及「教師課程設計」。而教師的課程設計或許是三項要素中最為重要的一個。
四、透過此次課程活動，讓研究者能反思課程設計及教學策略，從中提升教學能力，並增進研究者的專業知識。
最後根據本研究結論，提出對教師、學校行政及未來研究方向的建議。

關鍵字

專題式學習 ； 地理實察 ； 行動研究

並列摘要

This study investigates how the application of project-based learning to fieldwork in a geography class will influence senior high school students’ learning of geography and the teacher’s reflection and growth during the process of course implementation.
The subjects of the study were 20 first-graders from a senior high school in Hsinchu City. The teaching activities included 16 periods of an elective geography course. The researcher first went through the process of curriculum design, implementation, reflection, modification, and reimplementation. Then, the researcher collected data via working sheets, checklists, feedback questionnaires, project achievements, and interviews with students and co-teachers. Last, the researcher analyzed the data and reached the following conclusions:
1. When project-based learning (PBL) is applied to fieldwork in a geography class, the class should start with observation activities, and basic research skills to investigate geography should also be integrated into the course. Furthermore, to increase the students’ motivation in self-learning, a series of techniques can be applied, including mind maps, a variety of project exemplifications, checklists co-edited by both teachers and students, the offering of various classes of data collection, helping improve a fine atmosphere of group discussion, stimulating a deeper discussion, and having a positive mindset.
2. In terms of cognitive growth, the students learned research concerns of geography and the types of first-hand data collection methods. As to skills, the students improved their capacity of (1) drawing and using statistical maps and (2) collecting and analyzing statistical data. Considering learning attitude, the students showed a good attitude toward the course that contained operations with clear step-by-step instructions. By contrast, the students had low motivation in course that demanded much time and analyses, and their learning attitude would be strongly influenced by the atmosphere of group discussion.
3. Through the analysis of the students’ feedback and the researcher’s observation, the researcher concluded that the students’ personalities, group atmosphere, and curriculum design were the three factors in determining whether the students like to carry out projects. Among the three factors, curriculum design might be the most important.
4.With the implementation of this teaching activities, the researcher could reflect on curriculum design and teaching strategies, sharpen teaching abilities, and extend professional knowledge.
Finally, the study offered suggestions for teachers, school administration, and future research.

並列關鍵字

project-based learning ； PBL ； fieldwork ； action research

參考文獻

莊玫欣(2002)。臺北市立大直高中學生專題研究之歷程研究。國立臺灣師範大學社會教育學系碩士論文，未出版，台北市。

廖財固(2006)。高中地理實察教學實踐之研究--以高一地理為例。國立臺灣師範大學地理學系在職進修碩士班碩士論文，未出版，台北市。

申士芳(2003)。桃園縣虎頭山地區高中地理實察課程教學資源的分析與應用---以一年級通論地理課程為例。國立臺灣師範大學地理學系碩士論文，未出版，台北市。

黃菁琴(2002)。高中電腦科實施專題式學習之個案研究，國立臺灣師範大學資訊教育學系碩士論文，未出版，台北市。

陳秋璉(2010)。動態評量輔助高中地理實察行動學習之研究。國立台灣師範大學地理學系碩士論文，未出版，台北市。