| Summary: | 碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 103 === Focusing on senior students of elementary school, this study aims to use historic site in the community to develop teaching activities and supplies as the materials of the historic site teaching program for young narrator’s training. This program provided students opportunities to verify their knowledge and learnt the importance of practice with the knowledge in these field trips. The process of sharing knowledge on a tour for junior students in the school motivated young narrators’ identification and built their self-confidence.
The subjects were 27 sixth-grade students. The research held a twenty-nine session historic site education program in eleven weeks. The learning process is from simulated interpretation in the classroom to actual knowledge sharing in the Yin-shan Temple. In order to evaluate students' effectiveness of service learning, the researcher tested students before and after education program by using self-made knowledge and attitude for hometown assessment, knowledge for Yin-shan Temple assessment and attitude to service learning assessment. The researcher also collected qualitative data such as interviews, worksheets, teacher’s observation and teacher’s feedback.
The results of study are as follows:
1.Students learnt meaningfully through the integrated curriculum of “Teaching Program of Historical Sites for the Purpose of Younger Narrators' Training”.
2.“Teaching Program of Historical Sites for the Purpose of Younger Narrators' Training” should be implemented by team teaching.
3.With heterogeneous grouping, students learnt effectively by team learning.
4.Students’ identification with hometown were motivated. With increasing interpretation experience, they built self-confidence through the program.
5.Students expanded world view and increased knowledge through the program.
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