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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6771

Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6771

Title:	資訊融入國中社會領域歷史科教學之行動研究
Authors:	洪苑萍
Contributors:	楊忠斌洪苑萍
Keywords:	社會領域;歷史科;資訊融入教學;行動研究 Social learning area;History;Information technology integrated into teaching;Action research
Date:	2009
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	本研究旨在敘述資訊融入社會領域歷史科教學的教學歷程以及實施現況，並探討此資訊融入課程實施後，對學生在學習態度及學習成效方面的影響，以及瞭解學生對此課程的看法，並分析課程實施中所遭遇到的困難及因應策略。本研究採行動研究的方式，以台中市某國中八年級某班三十五位同學為研究對象，實施課程為期9週，18堂課，3個單元，將近半個學期的課程。研究期間，研究者透過上課觀察記錄表、學生上課心得記錄簿、教師省思記錄、師生訪談、課前課後問卷、檢核表等多種方式來蒐集資料，並在研究過程中時時反省、修正教學活動。研究結果發現：一、資訊融入社會領域歷史科教學對學生在學習態度上的影響，反應多為正向且積極的，例如喜歡上課氣氛、喜歡課程內容等。二、資訊融入社會領域歷史科教學對學生在學習成效上的影響，反應亦多為正向且積極，例如加強上課印象、增加思考深度等。三、絕大多數學生贊成採用資訊融入社會領域歷史科的教學方式與課程設計，並且認同資訊融入方式的便利及優點。研究者在課程實施中遭遇到一些教學上的困境，例如：教室秩序欠佳、教材準備份量與上課進度拿捏不易、學生對資訊融入的作業及參與度不夠積極等。最後，研究者依據研究的結果，提出結論與建議，希望提供國民中學社會領域歷史科教師作為實施資訊融入教學的參考依據。 The purpose of this research is to describe the process and current situation of information technology integrated in to the teaching of History learning area, to discuss the effects on students’ learning attitudes and achievements after putting the curriculum into practice, to understand students’ opinions, and to analyze the straits of the curriculum and the corresponding strategies. The method of this research was based on action research. Take 35 eighth-grade junior high school students in Taichung as research objects, the research had been applied for 9 weeks, including 18 lessons and 3 units of curriculum. During the research period, the researcher collected data from observations, note-taking, students’ feedback, researcher’s reflective journal, interview, questionnaire, checklist, and self-reflection. And we made self-exam to correct our teaching during the research. The research results were as follow: 1. Integrating information technology into the teaching of History learning area had positive effects to the students’ learning attitudes in History education, such as “like the pleasant atmosphere” and “like the context of the curriculum”. 2. Integrating information technology into the teaching of History learning area had positive effects on the students’ learning results in History education, too, such as “impress students with the context of the curriculum” and “strengthen students’ ability in thinking”. 3. Most students agreed to adopt the teaching method and curriculum design of information technology integrated into the teaching of History learning area, and they liked the advantages of integrating information technology. Researcher encountered many straits while putting the curriculum into practice, such as the classroom was chaotic, it was not easy to control the amounts of teaching materials and time, the students were not aggressive to History homework. Finally, we proposed some suggestions for education administrative institutions, History teachers of junior high school, and course designers and future related re-searchers.
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

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