合作學習法之「小組遊戲競賽法」與資訊融入之教學設計：以Google Earth 融入國小社會領域「地區生活的差異」單元為例

Instructional design of Team-Game-Tournament and Google Earth integrated into 'Differences in Regional Lives' of social studies in the elementary school

本研究採用合作學習法之「小組遊戲競賽法」的教學設計，研究對象為台中市三所國民小學105位四年級學生，主要教學者為國立台中教育大學八位大三師資生，其目的有二：一是避免增加國小現職教師之教學負擔，二是增強本校師資生之教學設計能力，並精進其臨床教學經驗。
本研究以問卷及訪談進行資料蒐集，以瞭解Google Earth 融入「地區生活的差異」之學習成效。研究結果發現：（一）對於Google Earth 融入「地區生活的差異」之教學方式，有70%以上的學生表示喜歡此種學習方式，有81%的學生認為有助於課文內容的理解；（二）利用合作教學法中的「小組遊戲競賽法」的教學設計，學生覺得生動有趣，能提高學生的學習興趣；（三）在電腦與網路的時間安排上，僅有52%的學生喜歡，其他學生則反應有網路使用太久與不能使用電腦等問題；（四）網路設備與突發狀況影響教學進度。

This study aimed to understand the learning effects of applying Google Earth to elementary school social studies instruction. In order to demonstrate the way of using free web software in learning and teaching, the topic of 'Differences in Regional Lives' was selected. The preparatory work started in 2014 and two sessions of Google Earth workshop followed, the instruction was conducted finally. Team-Game-Tournament (TGT) was adopted as teaching method and a total of 105 fourth graders from four classes in three elementary schools was selected as the subjects. In order enhance their abilities of teaching and designing, eight pre-service teachers conducted the experimental teaching rather than the classroom teachers. The methodology was of qualitative study, data was collected from student questionnaires and teacher interviews. The findings were as follows: (1) More than 70% of the fourth graders indicated they were satisfied with Google Earth integrating into the instruction, and more than 81% students indicated the instruction would increased their comprehension of the context. (2) Students were highly motivated by team-games-tournaments teaching method. (3) Online searching and computer manipulating were time-consuming and would impact the learning effects and instructional progress. (4) Network equipment and emergency situation affect the progress of teaching