國中體育班歷史課程融入檔案和探究式教學對於學習動機及成效之影響

The Effectiveness of Integrating Archives and Inquiry-Based Instructional Strategy on Learning Motivation and Outcome: A Case Study of Sport Talent Students of Junior High School History Courses

10.30177/JLISR.202206_16(2).0001

林巧敏(Chiao-Min Lin)；張儷馨(Li-Hsin Chang)

檔案素養教育 ； 探究式教學 ； 檔案融入教學 ； 學習成效 ； 學習動機 ； Archival Literacy Education ； Inquiry-Based Instructional Strategy ； Integrating Archives into Teaching ； Learning Effectiveness ； Learning Motivation

圖書資訊學研究

16卷2期（2022 / 06 / 01）

1 - 37

繁體中文;英文

本研究探討教師將檔案融入歷史課程的教學設計，並瞭解學生對於「檔案融入歷史教學」並加入「探究式教學」後，對於學生學習動機與成效的改變。本研究進行為期六週的教學實驗觀察，採用動機量表、平時測驗以及學習單，分析國中體育班學生接受不同教學法後對於學習動機與學習成效的影響，並輔以學生訪談調查，瞭解學生對於教學過程意見。研究結果顯示，學生學習動機以「檔案融入加探究式教學」最高，「傳統課文講述教學」最低。雖然檔案融入或是加上探究式教學的學習成效無法立即反應在平時測驗的成績上，但學習單的答題思考層次有明顯的進步。

This study aims to explore how teachers integrate archives into the teaching plan design of history courses and how it affects students' learning motivation and effectiveness after integrating archives into history teaching and using an inquiry-based instructional strategy. The teaching plan conducted a six-week teaching experimental observation. The Learning Motivation Scale, after-class test and learning worksheets were used to investigate the impacts of sport talent students' acceptance for different teaching methods on their learning motivation and outcomes, and supplemented by interviews to understand students' opinions of teaching process. The study results revealed the students' learning motivation was the highest in ＂integrating archives and inquiry-based instruction,＂ and the lowest in ＂traditional lectures.＂ Although the learning effect of integrating archives into history teaching or adding inquiry-based instruction cannot be immediately reflected in the test scores, the level of answering and thinking of the learning worksheets have improved significantly.

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