擴增實境融入高中河流地形課程之行動研究

Abstract

本研究針對高中社會領域中的地形系統主題，利用逆向課程設計的方式設計擴增實境融入河流地形的課程，並實地進行教學。除探討教師進行逆向課程設計遭遇的挑戰外，也調查學生使用自備行動載具進行學習時遇到的狀況，並於課程實施後分析擴增實境融入河流地形課程的學習情況。本研究重視教育工作者的實務改進，故採取行動研究法，透過課程設計表格、課程學習單、回饋單、省思札記與觀課紀錄蒐集資料並進行分析。研究主要參與對象為臺中市某高中兩個高一班級，共74位學生。研究結果發現，教師進行逆向課程設計的挑戰在於既有目標的挑選以及學習結果的評估。而擴增實境對學生來說容易操作，但教師需給予明確指令並注意網路連線與教室光線。此外，擴增實境的使用有助於學生進行地形判讀，教師在實施時可採取分組方式進行並注意學習單的檢討時機。研究最後針對教學者與未來研究分別提出建議，供其他教師與研究者參考。

This study focuses on the topic of geomorphic systems in the high school social studies curriculum. It applies backward design to integrate augmented reality (AR) into a fluvial landform course, which was implemented in an authentic classroom setting. The study explores the challenges teachers face in adopting backward design, examines the difficulties students encounter when using their own mobile devices for learning, and analyzes the learning outcomes of integrating AR into the fluvial landform course. Using an action research methodology, the study emphasizes practical improvements for educators. Data were collected and analyzed through course design templates, learning worksheets, feedback forms, reflective journals, and classroom observation records. The participants consisted of two 10th-grade classes from a high school in Taichung City, totaling 74 students. The results indicate that the challenges of backward design lie in selecting appropriate objectives and assessing learning outcomes. While AR is user-friendly for students, teachers need to provide clear instructions and consider internet connectivity and classroom lighting conditions. Furthermore, the integration of AR enhances students' ability to interpret geomorphological features, and it is recommended that teachers adopt group-based activities and carefully plan the timing for reviewing worksheets. The study concludes with recommendations for educators and future research to serve as references for other teachers and researchers.