探究學習在地理課程的初探──以地形系統為例

A Preliminary study of Inquiry-based Learning in Geography Curriculum—Taking Topography System as an Example

新課綱的素養如何落實在學科的教與學？學習表現的「態度與價值觀」呼應的 C1 社會參與的核心素養，又如何透過適切的教學設計落實？基此，本研究以普通型高中（以下簡稱普高）部定必修地理課程中的「地形系統」單元為個案，以探究學習嘗試在課綱條目「問題探究：地形與人類活動」的提問設計下，將學習表現的三個構面導入，並以兩種不同的教學法，包括設計探究學習的實驗組和直接教學法的對照組，將高一兩個班學生的學習評量作比較，試著回答本研究的提問。
研究結果顯示地理課程若透過探究學習，可增強對於環境災害的問題意識、解決問題的步驟等，環境倫理的態度與價值觀在探究學習的學生更能體會其重要性和反思。探究學習可以透過小組合作，了解不同人的看法，學習如何查找資料，小組分工彼此合作無間。然而，學生沒有看到小組分工的示例，或良好的學習經驗，對於此項小組合作的活動，會減低學習的成效，但學生多數仍是對於環境倫理的態度與價值觀擁有正向的評價。

How to implement quality measures of the new curriculum in the teaching and learning of the subject? How can the core competence of C1 social participation echoed by the “attitudes and values” of learning performance through appropriate teaching design be implemented? Based on this, this study focused on the “Topography Systems” unit in the compulsory geography courses of general high schools as a case. Under the questioning design: importing three dimensions of Learning Performance, and two different teaching methods are adopted, including the experimental group designed for the exploratory learning method and the control group of the direct teaching method. Two classes in the first year of high school were used to compare the learning assessments of students in each class and in order to answer the questions of this study.
The research results show that through inquiry-based learning in geography courses, the awareness of environmental disasters and the steps to solve them can be enhanced. Students whose attitudes and values of environmental ethics are in inquiry-based learning can better realize their importance and reflect on them. Inquiry-based learning can be used in small groups to understand the views of different people, learn how to find information, and work in small groups to cooperate with each other. However, students, who did not experience good examples of group work, learning experiences or group cooperation activity, saw a reduction in the effectiveness of learning. Though, most of the students still had a positive evaluation of environmental ethics and values.