108課綱國中社會領域（地理）臺灣的地名文化探究與實作：以新竹縣竹東鎮為例

Abstract

108課綱上路，在國中地理課堂中加入了全新的內容：臺灣的地名文化，在教學內容及學習目標有了一大突破。本研究運用本校彈性課程時間進行臺灣的地名文化探究與實作：走讀樹杞林課程，期許能發展出一套國中地理教學在「臺灣的地名文化」探究與實作的學習模組，並分析該教學實施的成效，以及未來在實務教學上之可行性。本研究方法以準實驗設計、三角交叉檢核法來進行，在整個走讀樹杞林探究與實作課程運用「地名資訊服務網」、「臺灣百年歷史地圖」為課程操作標的，並讓學生去探究新竹縣竹東鎮的歷史發展、地理環境，並了解到竹東鎮各里名的命名由來，進而認識竹東鎮昔日的發展脈絡。透過觀課者入班觀看學生的學習效果、檢核新課綱所新增的「學習內容」、「學習表現」是否學生能夠達到，並將觀課的結果記錄在觀課紀錄表上並在第二年進行修正。學生在探究實施的過程中也有強化學生在七年級所學習過的地理內容，並進行量化測驗分析；以及在認識地名的過程學習到檢索地名的工具，並進行五個地名命名由來的類別分析。最後再以量化的問卷調查，去分析學生學習知能的展現、學習態度的展現、學習同儕的互動關係等三大層面在進行完探究與實作課程後的學習成果。研究結果發現：探究與實作課程不僅能讓學生自己的家鄉之外，也是有效的學習方法，因為能夠將所學的地理基本技能運用在日常生活中。另外在學生的地理基本能力測驗結果上顯著的進步成效，以及對於地名會有更多的興趣想去認識。顯示本研究透過探究與實作的教學方式，有助於多數學生實踐108課綱的核心理念：自主行動、溝通互動、社會參與。The Curriculum Guidelines of 12-Year Basic Education (the Curriculum Guidelines of 108) have introduced new content in junior high school geography classes, marking a significant breakthrough in teaching content and learning objectives related to the cultural aspects of Taiwan's place names. The researcher was impressed by the impact of teaching place names to ninth-grade students, and utilized the flexible curriculum to implement a course on culture of Taiwan's place names—specifically, a curriculum on traversing the Shuqilin region. The aim of this study is to develop a junior high school geography teaching module focused on the inquiry and practice of "Taiwan's Place Names Culture." The researcher also analyzes the effectiveness of the teaching implementation andexplores the feasibility of incorporating this approach into practical teaching in the future.The researcher employed quasi-experimental design and triangulation as research methods. Throughout the Shuqilin inquiry and practice course, the “Place Name Information Service” and “Taiwan Centennial Historical Maps” were utilized as instructional tools. Students were engaged in investigating the historical development, geographical environment, and the origins of various neighborhood names in Zhudong Town, Hsinchu County, enhancing their understanding of the past of the town.The study involved classroom observations to assess students' learning outcomes and check if they achieved the "learning content" and "learning performance" outlined in the Curriculum of 108. The results were recorded in observation sheets and the content of the course was adjusted in the subsequent year. During the investigation, the students reinforced their knowledge of geography learned in the seventh grade. They underwent quantitative evaluation, learned tools for retrieving place names, and conducted category analysis on the origins of the names ofthe five places. The study concluded with a quantitative survey to analyze students' learning abilities, attitudes, and interactions with peers in three major dimensions after completing the inquiry and practice course. The research findings indicate that the inquiry and practice course not only enable students to learn beyond their hometown but also serve as an effective learning method by applying geographical skills in daily life. There were obvious improvements in students' results in the geography basic skills assessment, and a heightened interest in exploring place names. It shows that this study, through the teaching method of inquiry and practice, helps most students practice core principles of the 108 Curriculum Guidelines: autonomous action, communication, interaction, and social participation.