以積木復刻古蹟之跨領域課程探究高中生歷史文化素養與創造思考之影響研究

Abstract

在素養導向與跨域統整成為當代教育核心趨勢的背景下，本研究旨在探討「積木復刻古蹟建築」課程如何促進高中生歷史文化素養與創造性思考能力之學習成效。本研究開發一門結合歷史、美術、資訊、物理等學科的跨領域課程，課程設計以臺灣重要歷史建築為探究核心，透過學生參與內文閱讀、場域踏查、影像紀錄與積木創作，培養其從知識理解到文化詮釋、從創意構思到實作表達的綜合能力，進一步回應歷史教育中常見的學習動機低落與知識碎片化問題。本研究採質性個案研究法，以臺北市一所高中的多元選修課程實施為研究場域，研究對象為113學年度修習該課程之34位高一學生，具代表性的歷屆學生學習成果。主要資料來源包括參與式觀察、深度訪談、學生學習歷程檔案與創作成品，另輔以開放式問卷與歷程性自評表進行三角檢證分析。研究歷程共分為課前需求調查與課程設計、課中實施與滾動修正、課後成果發表與師生省思三階段，進行整體教學脈絡與學生學習歷程的主題分析。研究發現，課程顯著提升學生在三方面的學習發展：（一）歷史知識建構與文化意涵詮釋；（二）創意構想之視覺轉化與敘事詮釋；（三）跨域統整應用與實作能力。學生展現高度學習動機與參與意願，積極投入創作歷程與文化再現。教師亦在教學中展現跨域協作與專業反思，促進專業成長。本研究顯示，整合創意媒材與跨域課程設計進入歷史教育場域，能有效提升學生歷史文化素養與創造性思維，並培養其主動參與與公共意識。本研究成果對素養導向課程開發、跨域教學實踐與學習評量建構具實證價值，亦提供後續課程模組化推動及文化教育與跨域教學整合之實務參考。Amidst the contemporary emphasis on competency-based education and interdisciplinary integration, this study explores the learning outcomes of a curriculum titled “Reconstructing Historical Monuments with Building Blocks”, which aims to enhance high school students’ historical and cultural literacy as well as creative thinking abilities. The curriculum integrates history, visual arts, information technology, and physics, with significant historical architecture in Taiwan serving as the central inquiry focus. Through engaging in textual analysis, field investigations, video documentation, and block-based modeling, students cultivated a broad spectrum of competencies ranging from historical comprehension to cultural interpretation, and from creative ideation to hands-on execution—effectively addressing the prevalent challenges in history education such as low learning motivation and fragmented knowledge acquisition.This study adopts a qualitative case study approach within an interdisciplinary elective course at a senior high school in Taipei. Participants included 34 tenth-grade students from the 113th academic year, supplemented by exemplary student work from previous cohorts. Data sources encompassed participatory observation, in-depth interviews, student portfolios, and creative artifacts, along with open-ended questionnaires and formative self-assessments for triangulation. The study proceeded in three phases: (1) needs assessment and curriculum design, (2) implementation and iterative refinement, and (3) final exhibitions and teacher-student reflections. Thematic analysis was used to systematically interpret learning processes and instructional contexts.The findings indicate that the curriculum significantly enhanced student development across three domains: (1) the construction of historical knowledge and interpretation of cultural meanings; (2) the visual transformation and narrative expression of creative concepts; and (3) the interdisciplinary integration and application of practical skills. Students demonstrated high levels of motivation and active engagement, contributing passionately to both the creative process and cultural representation. Concurrently, teachers exhibited growth in professional competence through interdisciplinary collaboration and reflective teaching practices.This study affirms that integrating creative media and interdisciplinary curriculum design into history education can effectively foster students’ historical and cultural literacy, creative thinking, civic participation, and agency. The results offer empirical value for the development of competency-based curricular frameworks, interdisciplinary pedagogical models, and assessment practices, while providing practical references for future modular course development and the integration of cultural and interdisciplinary education.