歷史人物楷模對國中生希望感及自我效能的影響

Abstract

本研究主要在探討歷史楷模人物課程對國中九年級學生希望感、自我效能之影響。主要的研究目的為設計具有歷史人物認知與情意的課程，透過歷史人物故事與學生生活經驗連結，進而反思自己的學業及生涯目標，提升學業及生涯的希望感及自我效能。經歸納研究結果後，提出具體建議，以做為未來研究及教師推行此課程之參考。 本研究以單因子獨立樣本實驗設計，並以前、後測評鑑實驗效果。研究對象為新北市國中九年級四個班的學生，並以班級為單位，抽選其中兩個班進行歷史人物楷模課程（59人）；另兩個班為對照組（58人）。實驗組接受每週一次，共八週的實驗處理；對照組則安排於實驗結束後做後續處理。並以「學校希望感量表」及「青少年多向度自我效能量表」作為實驗前後的效果評量工具，並將學生在各依變項的反應，以共變數分析進行統計考驗，以考驗歷史楷模人物課程之實施效果，並以學生的課程學習單及教師教學省思作為課程質性資料之佐證。 本研究主要結果如下： 一、接受歷史楷模人物課程之國中生，對於提昇學校希望感之「課業學習」、「生涯抉擇」具有顯著效果；「可能性」則無顯著效果。 二、接受歷史楷模人物課程之國中生，對於提升學業自我效能、生涯自我效能具有顯著效果。 三、實驗組學生在學習單回饋中對歷史楷模人物課程多表示正向肯定，認為此一系列課程在認知及情意學習有幫助。 最後，根據本研究的研究目的及成果，進行討論及建議，以作為未來在歷史課程的教學及研究參考。This study mainly discusses the influence of historical role models(HRM) curriculum on junior high school students’ sense of hope and self-efficacy. The purpose of this study is to design a cognitive and affective HRM curriculum. Through the connection of historical character stories and students’ life experiences, they can reflect on their own academic and career goals, enhance their hope of learning and the future career, and promote self-efficacy. Results of this study will be used to provide suggestions to educational institutions for future curriculum design and guidance. This study used single factor experimental design with independent samples and adopted cluster sampling to select 59 students. These students were divided into the experimental group (59 students) and control group (58 students). The experimental group received experimental treatment one time a week, a total eight weeks, whereas the control group received the curriculum after the experiment. The “School Hope Scale” and “Adolescent Multi-Domain Self-Efficacy Scale” were administered in this study to collect quantitative data. The outcomes of pretest and posttest were analyzed using ANCOVA. In addition, qualitative data such as “students’ worksheets” and “teacher’s self-examination records” were both used as supplements to understand the effectiveness of experimental instruction. The major results of this study are shown below : 1. Junior high school students, who received the HRM curriculum improved significantly on their hope in “learning” and “career choices”. No significant improvement in “possibility” . 2. Junior high school students, who received the HRM curriculum improved significantly on academic and career self-efficacy. 3. The worksheets revealed that the experimental group expressed positive attitude towards the HRM curriculum and considered that these series of curriculum are beneficial on their cognition and affection skills. Lastly, according to the research purpose and the findings, further discussions are made to provide suggestions for future history curriculum planning and research.