| Summary: | 碩士 === 國立高雄師範大學 === 地理學系 === 93 === The aim of this study was to research on the students’ learning effects of interdisciplinary-teaching and traditional disciplinary-teaching, applied as the instruction methods for social course of nine-year integrated curriculum at junior high school level. It also investigated the teachers’ teaching current conditions in two schools and the students’ learning difficulty to the weather unit. The objects of the study included not only the 7th grade and the 8th grade students of the 92th academic year in two different junior high schools in Kaohsiung, but also the teachers who allow to teach that grade geography unit of the social section. Take the students as the center of the study. In order to match a section representative, Municipal Chung Shan Junior High School represents interdisciplinary-teaching, and Municipal Hsiao Kang Junior High represents disciplinary-teaching.
The methods of the study included a well-designed questionnaire and practical interviews. “Investigation Form about the opinions of the geography teachers in the social section to the curriculum content and the teaching current conditions” and “Measure Form about the contents of exams, the learning methods and attitude on the weather unit in grade 7 and 8” were adopted in the study as the instruments. After recycling the questionnaire, the collected data were analyzed quantitatively. According the scores, divide the students into three groups --- high, middle, and low , and then carry on the sampling interview to distinguish and to have the further understanding on the difference of the students’ learning results and the current learning conditions , and the difficulty of learning the weather unit between the two different teaching ways.
The summary of the study result as follow:
一、 The content of the exam to the students
（一） The grades of the students who accepted disciplinary-teaching are higher than the grades of those who accepted interdisciplinary-teaching. The result is coincident with the one on Chia-Chuu Li’s.
（二） Under interdisciplinary-teaching, geography teachers’ class grades are higher than non-geography teachers’. In the 8th grade classes, the class taught by those who are both social studies teachers and their homeroom teachers have higher grades than those by social studies teachers only.
二、 The results of measure form to the students and the interviews:
（一） Under interdisciplinary-teaching, teachers have more time to have interaction with students, so the personal style of the teacher’s lively teaching has pretty large attraction for students.
（二） Because the contents in Chinese geography of the 8th grade are more trivial and more strange, teachers’ professional is over the importance of lively teaching. So almost the grade 8 students who accepted interdisciplinary-teaching hoped to change the way of disciplinary-teaching. As to the students accepted disciplinary-teaching, teachers’ professional teaching is the main reason to attract students to like having geography classes, but most students responsed that the trouble in bad absorption is due to that teachers’ teaching speed is too fast.
（三） After the interviews, the researcher found that the reasons which affect the effect of the students’ learning include “teachers’ professional”, “teachers’ teaching style”, and “whether to be taught by their homeroom teachers.”
（四） After the interviews, the most difficult parts of learning geography unit（not the climate unit）and the ideas about the climate which students responsed is evidently different from teachers’ cognition. And collect the students’ difficulty in learning the climate unit.
三、The current condition of the teachers’ teaching:
（一） Most of the social section teachers who teach geography think that the most
important parts of the unit arrangement and the textbook context in the new
studies materials are worse than those in the authorized edition. To collect
weight-bearing points in the textbook and to accelerate the achieved
percentage of scheduled progress, over half the teachers write handouts
themselves.
（二）On the choice of the textbook, because of the limit of the connection problems in chapters, most choose the former edition.
（三）When the teachers of interdisciplinary-teaching teach the climate in China in the 8th grade, the rate of the difficulty they face is higher than those of disciplinary-teaching.
（四）At both of the schools , the teachers think that the most difficult teaching unit is “The Climate”, and their opinions about what is the most difficult in teaching the ideas of the climate are also very close. But their opinions about the factors in affecting students’ learning interests are a little different.
At last, it is hoped that the suggestions provided in the study could inspire educational administrative organizations, schools, teachers, and other researchers.
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