| Summary: | 碩士 === 國立臺灣師範大學 === 地理研究所 === 93 === Fieldwork is considered as one of the most important methods in teaching geography. However, almost 2/3 secondary geography teachers never put fieldwork in action because of many problems such as large class sizes, the difficulty of fitting fieldwork into hectic schedules and security concern, etc. Even if teachers are able to overcome the above problems, the conventional fieldwork doesn’t work very well. It takes teachers too much time and energy to gather and speak to students, which makes the fieldwork like “sightseeing”. In this study, an instructional moduel of the self-guiding fieldwork based on constructivism is designed to remedy this situation. There are 3 main features in this moduel. First, the information technology, which uses web-based multimedia to implement a visual field trip (VFT) tool, is used to prepare students before the fieldwork. Secondly, students visit the study area without the company of teachers in the weekends. They work in small groups through role-play in the mission-oriented fieldtrip. Thirdly, a simulated public hearing is held after the fieldwork to get feedbacks from each other, to stimulate their motivations, and to develop their ability of critical thinking. With the assistance of a senior high school teacher, the actual fieldwork is conducted around Hsinchu Fishing Harbor where the development of the harbor causes significant coastal erosion. There are 87 students in Grade 11th engage this environmental issue in the fieldtwork. The feasibility of this fieldwork plan is evaluated by students’ feedback and the teacher’s participant observation during the fieldwork and hearing. The results indicate this student-centered, self-guiding fieldwork can not only reduce teachers’ teaching load during the fieldwork but also allow students to develop their abilities such as observation, exploration, interviewing and operating equipments etc. Besides, students experience the fun of being a “geographer”.
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