高中地理課程發展多元智能之行動研究-以實境解謎設計實作為例

Abstract

本研究旨在探討「實境解謎」作為高中地理課程創新教學工具，對學生多元智能發展與核心素養提升的影響。面對108課綱強調探究與實作導向下，傳統教學難以兼顧學生多樣化的學習特質與學習興趣，且地理實察受限於時間、人力及安全等問題，難以全面推動。因此，本研究結合地理實察與實境解謎，設計實作型課程，讓學生以小組合作的方式參與地理實察、體驗解謎、設計關卡，並最終進行成果發表，期望提升學生學習動機及多元智能的發展。本研究以桃園市某私立高中一年級學生49人為對象，採行動研究法，蒐集多元智能量表、核心素養自評、紙筆測驗及訪談等資料進行分析。研究結果發現，在八大智能中，「人際智能」與「內省智能」成長最為顯著，分別提升17.2%與11.1%。學生在參與過程中透過小組合作與課後反思，展現良好的人際互動與自我覺察能力。在核心素養方面，學生於「批判思考與問題解決能力」（社-U-A2）、「團隊合作與社會參與」（社-U-C2）以及「科技與資訊素養」（社-U-B2）表現最為突出，顯示其在面對問題、資訊運用與協作實踐方面具明顯進步；相較之下，「語言與非語言表達能力」（社-U-B1）與「歷史與地理素養」（社-U-B3）則仍有進一步提升的空間。整體而言，實境解謎為傳統地理課程注入沉浸與實作的元素，突破傳統地理教學侷限，不僅提升學生的學習興趣與多元智能發展，更促進核心素養與探究實作能力的養成。未來建議可延長課程實施時程，並深入不同學生族群進行實證，以探討實境解謎於高中教育的長期影響及適用性，作為未來地理教育課程設計之參考。This study aims to explore the impact of integrating real-world puzzle-solving as an innovative teaching tool in high school geography curriculum on the development of students' multiple intelligences and core competencies. Under the implementation of Taiwan's 2019 Curriculum Guidelines (108 Curriculum), which emphasize inquiry-based and practice-oriented learning, traditional teaching methods often struggle to accommodate students' diverse learning styles and interests. Additionally, field investigations are limited by constraints such as time, manpower, and safety, making them difficult to fully implement. To address these challenges, this study designed an action-oriented curriculum that integrates geographical field investigation and real-world puzzle-solving. Through activities including team collaboration, fieldwork, puzzle-solving experiences, and game design, students participated in context-rich learning practices aimed at stimulating learning motivation and enhancing multiple intelligences.This study involved 49 first-year students from a private senior high school in Taoyuan City and adopted an action research approach. Data were collected through multiple intelligences inventories, core competence self-assessments, written tests, and interviews for comprehensive analysis. The results revealed that among the eight types of intelligence, interpersonal intelligence and intrapersonal intelligence showed the most significant growth, with increases of 17.2% and 11.1%, respectively. During the learning process, students demonstrated strong interpersonal interaction and self-awareness through group collaboration and post-activity reflection. In terms of core competencies, students exhibited the most notable improvements in critical thinking and problem-solving (Soc-U-A2), teamwork and social engagement (Soc-U-C2), and technological and information literacy (Soc-U-B2), indicating marked progress in addressing problems, applying information, and practicing collaboration. In contrast, areas such as verbal and non-verbal communication (Soc-U-B1) and historical and geographical literacy (Soc-U-B3) showed comparatively less improvement, suggesting room for further development in these competencies.Overall, the results demonstrate that the integration of real-world puzzle-solving effectively enhances students' engagement, multiple intelligences, and core competencies in geography education, while also fostering their inquiry and problem-solving abilities. It is suggested that future studies extend the implementation period and explore its applicability across diverse student groups to better assess the long-term effectiveness of this approach in high school geography curriculum design.