資訊融入國中社會領域歷史科教學之行動研究

• Main Author: 洪苑萍
• Other Authors: 楊忠斌
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/02218061859031265678

碩士 === 國立彰化師範大學 === 教育研究所 === 97 === 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.