高中土壤地理實察教學活動之行動研究

Abstract

現行高中地理教學中，相當適合發展土壤地理相關之環境教育課程。不過土壤地理之教學範例甚少。因此本研究以教育行動研究法，規劃、實施一門融入式土壤地理課程，以高一、高二普通班學生共5個班、180人為對象，執行教學活動，並蒐集資料，進行教學省思。研究成果顯示教師專業能力會影響到教學活動的設計，其次要適時的拉長教學時間，使學生能完成教學活動，再者提高實作比例，可增進學生學習意願，也較能理解艱澀概念，最後這類的課程適合進行跨領域的合作教學，發展特色選修課程。

Among contemporary geography textbooks in senior high school, it applies to the development of environmental education related with soil geography quite a lot. However, instruction example in this field has been rare over past years; hence, I made an educational action study for designing and practicing an infusion curriculum of soil concepts and performed instructional activity, collected data for reflection among 5 classes, a total of 180 students in the ordinary classes of Grade 10 and 11. The finding indicated that a teacher’s professionality would affect how these activities were designed, improve a student’s will of learning, better realizing difficult concept. At last, such kind of curriculum applies to collaborative kind of instruction across fields to develop specialized field of optional courses.