通識課提升大學生學習動機與鄉土認知之探討：以體驗式歷史教學為例

Research on Improve Student's Learning Motivation and Homeland Cognition in General Education: Taking Experiential Historical Teaching as an Example

林丁國(Ting-Kuo Lin)

《高醫通識教育學報》 16期 (2021/12) Pp. 103-126

摘要

歷史課程不應僅是記憶、背誦的學科，其目的在於提升學生從歷史角度思考人文現象的能力，從而拓深學生分析現象、事件、人物的時間深度和視野廣度。從筆者的親身經驗來看，缺乏學習動機是課程教學現場常見的問題，面對當代現實的教育處境，通識教師宜提升學生學習動機為優先考量，先讓學生願意以行動參與並融入課程的進行。本研究以南部某醫學大學歷史通識課程實施走讀體驗學習模式為研究範圍，共計70位來自各學系大學生為研究對象，先在教室講解內容、討論行程和注意事項之後，鼓勵學生揹上背包輕旅行，走出教室深度旅遊，以親身體驗、轉化心情視野到另一個情境、穿越時空的方式提升學生的學習動機和鄉土認知。本研究發現走讀體驗式學習，以經驗教育為理念，設計具趣味性和知識性的戶外教學活動，增強學生處理人際問題的能力，培養團隊合作精神，促進學習動機與增加鄉土認知。並以「引導反思」（Reflection）當作學習過程的重要因素，透過內省與分享，能增加並延續學習效果。在此教學活動中，成員是活動的設計者、參與者，而非旁觀者，能主動學習而非消極配合。

關鍵字

通識課體驗式歷史教學 ； 學習動機 ； 鄉土認知

並列摘要

History should not be simply the subject of memory and memorization. The purpose is to reinforce the students' thinking competence of humanistic phenomenon from the perspective of history to strengthen the depth of time and vision of their analysis of phenomenon, events and characters. According to the researcher's personal experience, lack of learning motivation is the common on-site problem of teaching. Thus, general education teachers should treat the students' learning motivation as the priority. They first reinforce the students' intention to participate and engage in the courses. Teachers should properly adjust attitude and teaching method. In this study, taking the implementation of the experiential learning mode of the history general studies course at a medical university in the south as the research scope, a total of 70 college students from various departments were taken as the research samples, and after explaining the content, discussing the itinerary and precautions in the classroom, the students were encouraged to travel lightly with backpacks on their backs, go out of the classroom for in-depth tourism, and enhance students' learning motivation and local cognition by experiencing themselves, transforming their mood vision to another situation, and traveling through time and space. This study found that experiential learning, based on the concept of experiential education, designs interesting and informative outdoor teaching activities, enhances students' ability to deal with interpersonal problems, cultivates teamwork spirit, promotes learning motivation and increases local cognition. Reflection is used as an important element of the learning process, and through introspection and sharing, the learning effect can be increased and sustained. In this teaching activity, the members are the designers and participants of the activity, not the bystanders, who can actively learn rather than cooperate passively.

並列關鍵字

general education class ； experiential historical teaching ； learning motivation ； homeland cognition