高中歷史科素養導向教學實踐研究

Abstract

108新課綱上路後，在「核心素養」的精神下，無論是教學方法或學習內容、學習表現均產生關注點的轉變。高中歷史科在此轉變之下，也面臨了必修課程與選修課程的調整，然而節數減少、教學內容改以主題式編排、重視「概念」的掌握與「主題、議題」的統整與探究等變動，卻也為現場教師帶來新挑戰。為了解素養導向教學所強調的精神是否能夠落實於教學現場、如何落實於教學現場，同時也為改善研究者自身的教學實務工作，以期在歷史必修課程中實踐素養導向課程，本研究之目的如下：一、探索適用於高中歷史科的素養導向教學方案規劃歷程二、分析素養導向教學方案在高中歷史必修課中的實施歷程三、檢視教師在過程中如何因應困境並促進自身的專業成長與省思本研究採取行動研究的方式，以高中歷史部定必修課程第二冊東亞史為範圍，挑選兩個單元設計素養導向教學方案並於研究者任教的一所台北市公立高中實施為期一學期的研究。主要運用觀察法、訪談法與文件分析法蒐集歷程中各項資料如：課堂觀察紀錄、教師省思札記、學生訪談紀錄、前/後測表單、學生回饋單等，採取三級編碼之方式統整與歸納重要發現。研究結果顯示：一、規劃面：素養導向教學的實施與否、如何規劃，教師個人理念與自發性是最主要的因素，其規劃歷程涉及教師信念、教師課程理解與現實考量，凸顯課程與教學設計的複雜性與全面性。二、實施面：素養導向教學為課堂創造更多空間，適當的活動設計與文本選用能有效激發學生自主思考、探索與對話，促進教師角色的「轉移」與學習模式的「活化」，對於提升學生的歷史理解、解釋及資料運用能力有相當助益。三、教師困境因應與專業成長：教學現場的複雜與多變使素養導向教學的規劃與實施均不容易，教師難以獨自克服「時間不足」的問題。但透過教學方式、內容與流程的調整，仍能以「少量多餐」、搭配講述的方式融入課堂中，有效促進教師的專業成長與省思。最後，本研究根據上述結論提出相關建議供現場教師、未來研究者和教育主管機關參考，盼能使素養導向教學的精神與理念落實於高中歷史課堂中。After the new curriculum in 2019, the spirit of"core competency " has led to changes in teaching methods, learning contents, and learning performance. However, the reduction in the number of sections, the change of the teaching content to a theme-based format, and the emphasis on the mastery of "concepts" and the integrated exploration of "themes" and "issues" have also brought new challenges to teachers in the field. In order to understand whether and how the spirit of competency-based teaching can be implemented in the teaching field, andto improve the researcher's own teaching practice in order to implement a competency-based curriculum in the required history courses, the purpose of this study is as follows: (1) Exploring the planning process of a competency-based teaching program for high school history (2)Analyze the implementation process of a competency-based teaching program in a required high school history course. (3)To examine how teachers can respond to difficulties and promote their own professional growth and reflection in the process Thisstudy adopted an action research approach to design a competency-based teaching program for two units in a public high school in Taipei City where the researcher teaches. Observation, interview, and document analysis methods were used to collect data such as classroom observation records, teacher reflection notes, student interview records, pre/post test forms, and student feedback forms.The results of the study showed that:(1)The planning process involves teachers' beliefs, their understanding of the curriculum, and practical considerations, highlighting the complexity and comprehensiveness of curriculum and instructional design. (2)Appropriate activity design and historical materials selection can effectively stimulate students' independent thinking, exploration, and dialogue, promote the "transfer" of teachers' roles and the "activation" of learning modes, and help enhance students' historical understanding, interpretation, and data use. (3)The complexity and variability of the teaching field make the planning and implementation of competency-based teaching difficult, and it is difficult for teachers to overcome the problem of"lack of time" on their own. However, through the adjustment of teaching methods, contents, and processes, it is still possible to integrate into the classroom in a “small amount,but more times" way and meanwhile to match didactic teaching, which effectively promotes teachers' professional growth and introspection. Finally, based on the above conclusions, this study proposes recommendations for high school history teachers, future researchers, and educational authorities to implement the spiritand concept of competency-based teaching in high school history classrooms.