培育自主行動素養學習之研究：以社會環境議題能源議題單元為例

Promoting the Core Competencies of Autonomous Action through Problem-Based Learning Applied to the Global Social-Environmental Issues of Geography Course

因應 12 年國教以培養學生核心素養為目標，地理教師如何透過適當的學習方法，讓學生得以從地理學科的學習歷程中，達到核心素養的培養，是 12 年國教核心素養學習重要的一環。因此本研究旨於提出有助於「規劃執行與創新應變」素養學習的學習方法，本研究為檢證學習方法的學習成效，採用準實驗研究法，以高中二年級學生為研究對象，在教學過程中使用學習態度量表、素養導向試題評量、實作評量等工具來進行資料蒐集與分析。
研究結果發現以地理科社會環境議題的單元作為問題情境，運用問題導向學習法做為學習策略，可作為「規劃執行與創新應變」素養導向教學方法的參考範例。其次運用此學習方法有助於提升學習內容的學習成效，在「規劃執行與創新應變」核心素養的培養上則具有部分成效，本研究認為此部分的原因可能是受到學生自主學習能力與學習態度的差異影響。

To implement the goal of nourishing students’ core competencies in 12-Year Basic Education, geography teachers need to figure out how to apply an appropriate learning method to students so that students can develop the core competencies when learning geography.
Therefore, this study proposed a learning method of the “Planning, Execution, Innovation, and Adaptation” competency. A quasi-experimental method was adopted in this study to examine senior high school sophomore students’ learning outcomes. The research tools such as learning attitude scales, competency-driven tests, and performance evaluation were applied during the teaching and learning period for data collecting and analysis.
The result indicated that problem-based learning with the chapter “Global Social- Environmental Issues” in geography as the problem contexts could be an example of learning the “Planning, Execution, Innovation, and Adaptation” competency. Besides, applying this learning method can help increase students’ learning outcomes, but it only has a modest effect on students’ development of the “Planning, Execution, Innovation, and Adaptation” competency. The study argued that the reason for the limited effect is related to the differences in students' autonomous learning ability and learning attitude.