全球衛星定位系統(GPS)應用於高中地理教學之研究

Abstract

在地理教育中，讓學生能瞭解並利用地理資訊科技於真實生活中是合理且必要的發展方向。在地理資訊科技中，GPS操作簡易，本身概念與經緯線、讀圖技能等概念直接相關，且具備蒐集空間資料的特性，是值得應用於地理教學中的。國外已有許多教師將GPS引進學校教學課程，但國內應用GPS於地理教學才剛起步，將GPS應用於國內地理教育是否能幫助老師有效教學？學生學習效果為何？有哪些單元是適合GPS輔助教學？要如何才能使應用GPS教學活動順利進行？故本研究首先分析高中地理課程綱要有哪些適合應用GPS進行輔助教學的單元主題;並依據建構式教學理念將GPS特性及應用方式配合教學綱要來設計應用GPS教學模組，並從中挑出在校園中操作GPS以及GPS戶外尋寶兩個活動實際應用於高中地理教學課程。 本研究透過準實驗研究、學生團體焦點訪談、課後問卷調查及合作老師訪談來評估學習成效，並提出日後實施應用GPS教學相關建議。研究結果發現，應用GPS學習地理可幫助強化學生地理概念，尤其在絕對位置、經緯度的概念上明顯具有增強作用。從戶外活動學習單可發現學生在將具體空間轉繪於地圖上的能力是有待加強的，這部分牽涉到觀察能力以及讀圖能力的訓練，而GPS可訓練學生培養將具體空間與地圖結合的能力。在現階段要應用GPS教學，建議活動的儀器數量要足夠，最好能兩人一台；而在未來95年暫行綱要雖僅把GPS列在地理實察，但建議可在高一上課程如「地理資訊」即可列入，讓學生先熟悉操作，往後地理實察時學生才能靈活應用。而老師在教授其他綱要單元，如「地圖」、「地理資訊」、「社區」、「地理議題」、「區域地理」時，可應用GPS的操作或其相關資料庫來幫助地理教學，豐富教學活動。

It is rational and necessary to teach students understanding and using geotechnologies in their geography education. Global Positioning System (GPS) is easier to use than any other geotechnologies, it could be combined with many geography concepts, such as longitude and latitude, map skills, and it also includes the function of collecting spatial datum. Therefore, GPS is worth applying to geography education. Many teachers apply GPS on their courses in foreign countries, but GPS is new and unfamiliar for teachers in Taiwanese school education. I hence would like to discuss these questions: Could GPS help teachers achieve their instructional objectives? What is the learning effectiveness by applying GPS on senior high school geography? Which geography units are suitable for applying GPS on senior high school geography? How to conduct GPS activities successfully at present? First, the thesis analyzes geography units to see which units are suitable for applying GPS on senior high school geography, and wishes to design a GPS instructional module based on constructivism. Two activities are chosen, applying GPS in schoolyard and to seek caches outdoors, to integrate with school courses. These activities are evaluated by quasi-experimental designs, questionnaires and interviews with students and teachers. The results indicate that applying GPS on geography courses will strengthen students’ understanding in geography concepts, especially in absolute location, longitude and latitude. From students’ field worksheet, it shows that mapping what they see outdoors on the map is difficult for students. It indicates students are often lacking this skill, but could be trained by GPS. This thesis also offers some suggestions to conduct GPS activities successfully. First, there must be enough GPS receivers for use, two students sharing one GPS receiver at least. Second, although the Temporary Geography Standard (2006) only requests teachers to combine fieldwork and GPS, teachers are suggested to teach GPS in subjects such as ‘Map’, or other topics before ‘Fieldwork’. By applying GPS or GPS database on line, teachers will vary and enrich their lessons, such as “Map”, “Geotechnology”, “Community”, “Geography Issues”, “Regional Geography”, and so on.