| Summary: | 博士 === 國立臺灣大學 === 地理環境資源學研究所 === 89 === This study was based on these theories: the theory of Knowledge, the theory of Constructivism, the multiple intelligences theory, and the theory of instruction and learning. This study quoted the action research and the grounded theory about the qualitative research. The study used teacher and high school students as the main objects, and preceded the Geographic instructional research of Constructivism. First, the study constructed the self-cognitive and self-efficacy of the Geographic teacher of Constructivism. Second, used over 21 simulate instructions of Constructivism to analyze the tree faces of the teacher, the students, and the programs in 4 years. In this study, the teacher was also the action researcher. In 1999 and 2000, to use 724 high school students as the student-centered teaching, to practice the Geographic instructional activities of Constructivism through the instructional design of the multiple intelligences, the cooperative learning, the instructional activities of Constructivism, the concept mapping and the outdoor teaching. The teacher could introspect, analyze and conclude her personal argumentation and instructional strategy upon to the grounded on the context of study. The results showed that: (1) From the field of Knowledge, Geography is a subject that fits to develop the student-centered instructional strategy of Constructivism. An effective instructional strategy of Constructivism must depend on the teacher who had the cognition and the teacher effectiveness of Constructivism, and him/her should be the orientation of the learning mediator. It should have developed the instructional action that was based on the superiority multiple intelligence, the cognitive style and the self-efficacy. The field of the Constructivism’s Geographic programs was to practice the student-centered conceptual learning of the personal Constructivism and social Constructivism. It was to be use as the students’ superiority multiple intelligence and their multiple sensorial through the Constructivism’s programs of the cooperative learning, the concept mapping and the outdoor teaching. (2) Through this study of the teacher, the students and the programs, the teacher’s personal argumentation that grounded on the context of study considered: The concept mapping of propositions-centered combines the student’s life experiences would development deservedly, and it would be an effective Geographic learning strategy. The Constructivism’s programs of the cooperative learning and the outdoor teaching would be the to switch of the conceptual learning. It would be an important machine of learning gateway, and proceed to the next step to help students to achieve the knowledge learning of Geography. However, the study confined on the context still need to follow up the research on the instructional model of conceptual learning and alternative concepts, the measure of reliability and validity, and the evaluation of Constructivism’s instructional activities.
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