教育桌遊「導入教學框架」之發展與實踐——以《議起上奏》、《鏢行天下》為例

Abstract

隨著《108課綱》實施與教育風氣的轉變，越來越多活化教學的方式出現在教育現場，而教育桌遊即是其中之一，相關的研習、教學研究也不勝枚舉。然而許多教師在將桌遊導入教學現場後才發現有許多困境，而目前該研究領域雖有許多研究者提出相關建議，卻未有人提出一個桌遊導入教學框架。因此本研究希望能夠提出一個桌遊「導入教學框架」，以議論文桌遊及說明文桌遊為工具，採用「設計研究法」進行研究，在三年的研究時間內，長時間地滾動修正自己每次桌遊導入教學的教案，並彙整操作過程中的觀察及反思提出最終的框架。本框架包含「學習」及「遊戲」兩個向度：「學習」向度重視強調「學習重點」與「解構建構」，前者以課綱為指引，強調應當在設計桌遊課程前擬定「學習表現」與「學習內容」，後者則強調「解構卡牌」及「建構整體」，引導學生確實閱讀卡牌內容及建構整體概念。「遊戲」向度則強調「遊戲情境」與「掌握節奏」：前者指出應當建立遊戲情境，但又不能混亂失序，因此以「貼近生活」與「班級經營」為重點；而後者則分為「入門簡單」及「循序漸進」，讓學生可以逐漸進步，達成成就。透過此一框架的導入及驗證，本人確實感受到自己在桌遊導入教學之課程日益完善，且也察覺學生的進步，故提以此框架供教育界及學術界參考運用。With the implementation of the"108 National Curriculum" and the shift in educational culture, an increasing number of activating teaching methods have emerged in educational settings, and educational board games are one of them. However, many teachers encounter various challenges when incorporating board games into their teaching practices, and there is currently no existing related implementation framework proposed in this research field. Therefore, this study aims to propose a educational board games framework for classroom implementation, using the"design-based research." It involves continuously refining teaching plans over an extended period, and presenting the final framework based on this process and ntrospection. This framework consists of two dimensions: "Learning" and "Game." The "Learning" dimension emphasizes "learning objectives" and "deconstruction and reconstruction," while the "Game" dimension emphasizes "game stituations" and "mastery of pace." Through the implementation of this framework, the researcher has indeed experienced the improvement of curriculum involving board game integration into teaching and observed students' progress. Therefore, this framework is presented for reference and application in the educational and academic communities.