桌遊應用於國中童軍科課程設計與教學之行動研究
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2025
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在資訊化社會的背景下，科技媒體已深刻融入學生的日常生活，但長時間暴露於 聲光媒體的刺激使學生的注意力下降，傳統 45 分鐘的課堂教學效果逐漸受到挑戰。 本研究旨在透過桌遊融入教學的方式，提升國中童軍課程的學生學習動機與學習成 效。本研究根據十二年國教課綱中的「學習表現」與「學習內容」，設計並實施以桌 遊為核心的教學活動，並使用行動研究法進行課程調整與教學評估。 研究以新北市 某國中八年級共 93 名學生為對象，設計並測試了三款融入童軍課程的桌遊教案與教 具。研究結果顯示，桌遊教學顯著提升了學生的學習動機和課堂參與度，特別是在團 隊合作、問題解決及溝通能力等核心素養方面的培養。研究同時指出多項桌遊應用於 教學之注意事項，包含桌遊教學需要根據學生特性調整規則與配件，並且教師需具備 引導反思的專業能力......等。研究成果為童軍科教學模式提供了創新思路，亦為未來 桌遊融入教學的研究與實踐提供了重要參考。
In the context of an information society, technological media deeply permeated students' daily lives. However, prolonged exposure to audiovisual media stimuli reduced students' attention spans, thereby challenging the effectiveness of the traditional 45-minute classroom teaching model. This study aimed to enhance students' learning motivation and learning outcomes in junior high school scouting courses through the integration of board games into teaching. The study designed and implemented board game-centered teaching activities based on the "learning performance" and "learning content" outlined in the 12- Year Basic Education Curriculum Guidelines. An action research method was employed to refine the courses and evaluate teaching effectiveness. The research involved 93 eighth- grade students from a junior high school in New Taipei City and developed two board game lesson plans and teaching materials tailored for scouting courses. The results demonstrated that board game teaching significantly improved students' learning motivation and classroom engagement, particularlyin cultivating core competencies such as teamwork, problem-solving, and communication skills. The study also identified several considerations for the application of board games in teaching, including the need to adjust game rules and components based on students' characteristics and the importance of teachers' professional ability to guide reflective thinking. The findings provided innovative insights into teaching methods for scouting courses and offered valuable references for future research and practice in integrating board games into teaching.
In the context of an information society, technological media deeply permeated students' daily lives. However, prolonged exposure to audiovisual media stimuli reduced students' attention spans, thereby challenging the effectiveness of the traditional 45-minute classroom teaching model. This study aimed to enhance students' learning motivation and learning outcomes in junior high school scouting courses through the integration of board games into teaching. The study designed and implemented board game-centered teaching activities based on the "learning performance" and "learning content" outlined in the 12- Year Basic Education Curriculum Guidelines. An action research method was employed to refine the courses and evaluate teaching effectiveness. The research involved 93 eighth- grade students from a junior high school in New Taipei City and developed two board game lesson plans and teaching materials tailored for scouting courses. The results demonstrated that board game teaching significantly improved students' learning motivation and classroom engagement, particularlyin cultivating core competencies such as teamwork, problem-solving, and communication skills. The study also identified several considerations for the application of board games in teaching, including the need to adjust game rules and components based on students' characteristics and the importance of teachers' professional ability to guide reflective thinking. The findings provided innovative insights into teaching methods for scouting courses and offered valuable references for future research and practice in integrating board games into teaching.
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遊戲式學習, 學習動機, 核心素養, 行動研究, Game-Based Learning, learning motivation, core competencies, action research