問題導向學習融入國中地理教學之行動研究

Abstract

傳統講述教學雖有效率，但導致學生被動學習、不善思考，無法應對未來挑戰。地理教育本應結合生活經驗，培養核心素養與全人發展，實現十二年課綱所訂定的適性揚才和終身學習的目標。基於上述動機，本研究目的為透過將問題導學習融入國中地理教學的行動研究，探討方案的設計、歷程的實施、學生的學習成效和教師獲得的省思與專業成長為何。本研究實施於112年第一學期第一次段考後，以台北市某國中九年可愛班29位學生作為研究對象，進行為期四周共六堂課的教學。利用課堂觀察、學生訪談紀錄、教學省思札記、小組學習單、學生工作紀錄和自互評表以及課後意見調查問卷等方式蒐集資料，並針對資料進行整理與分析。本研究所得到的研究結果如下：壹、問題導向學習融入國中地理課程在設計核心問題時，除了考量教學目標和學生特質外，也必須兼具結構不清、符合真實生活情境的特色，引導學生主動學習。實施過程中可融入多樣化的教學活動和評鑑，提高學生學習興趣，並隨時保持彈性調整以因應變化。貳、將問題導向學習導入國中地理教學能提升學生的學習態度、人際互動與溝通和探究與解決問題能力，除了提高課堂參與度和學習興趣，也能培養學生自主學習與反思，並把握焦點更有條不紊且深入地探討議題，同時也能促進同儕間的交流和理解。參、設計問題導向學習課程前須充分理解核心精神，才能順利掌握設計方向。為了平衡現場教學的壓力需適度調整課程實施方式，同時多關注不同成就學生的學習需求，持續精進課程以提升學生學習成效。Traditional lecture-based teaching, while efficient, often leads to passive learning, limited critical thinking, and an inability to address future challenges. Geography education should integrate real-life experiences, cultivate core competencies, and foster holistic development to achieve the goals of adaptive talent cultivation and lifelong learning outlined in the Twelve-Year Curriculum Guidelines. Motivated by these principles, this study aims to explore the design, implementation, student learning outcomes, and teacher reflections and professional growth resulting from integrating problem-based learning (PBL) into middle school geography teaching through action research.This study was conducted during the first semester of the 112th academic year after the first term examination. The participants included 29 students from a ninth-grade class at a middle school in Taipei City. The teaching experiment spanned four weeks, comprising six lessons. Data were collected through classroom observations, student interview records, teaching reflection journals, group worksheets, student work records, self and peer evaluation forms, and post-class opinion surveys. These data were organized and analyzed.The study yielded the following findings:1.Design of PBL in Middle School Geography: When designing core questions for integrating PBL into the geography curriculum, it is crucial to consider both instructional objectives and student characteristics. The questions should be ill-structured and rooted in real-life scenarios to encourage active learning. Diverse teaching activities and assessments can be incorporated during implementation to enhance student engagement, with adjustments made flexibly to address changing circumstances.2.Impact of PBL on Student Learning: Integrating PBL into geography teaching can improve students’ learning attitudes, interpersonal interaction, communication, inquiry, and problem-solving skills. It not only increases classroom participation and interest but also fosters autonomous learning and reflection. Students develop a structured and in-depth focus on topics while enhancing peer communication and understanding.3.Insights for Designing PBL Curriculum: A thorough understanding of PBL's core principles is essential for successful curriculum design. To balance the pressures of classroom teaching, the implementation methods should be appropriately adjusted. Additionally, attention should be given to the diverse learning needs of students with varying achievement levels, and efforts should continue to refine the curriculum to improve learning outcomes.