國中歷史課程運用「做筆記」策略教學法之行動研究

• Main Author: 蔡宜岑
• Other Authors: 方金雅
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/47334408481557840551

碩士 === 國立高雄師範大學 === 教育學系 === 102 === An Action Research on Using “Note-taking” Strategy Pedagogy in Junior High School History Curriculum Abstract Based on note-taking strategies in reading comprehension, this study tried to develop a set of note-taking strategies to fit History teaching, explore the problems and difficulties which students confronted during the process of leaning “note-taking” skills, and find whether the note-taking strategies could enhance students’ learning in History. The research tools applied in this action research include semi-structured interviews, opinion surveys, video recording, photo taking, teaching observation forms for collaborative teachers, study reflection journals and students’ term test papers, which make research results more objective. There were three stages in this study: Stage 1 Developing lecture Note-taking: In this stage, the researcher organized suitable note-taking strategies in History learning, familiarized students with underlining the key points, shortening the long sentences, and grasping the key words. Stage 2 Integration of Group Inquiry Approach: In this stage, the researcher tried to integrate into the spirit of group team cooperation to make learning more meaningful. Once the group could master the inquiry key points and the time limit of presentation, the students would have deeper understanding of the inquiry subject. Stage 3 Integration of differentiated group cooperative learning: Through group cooperation, the students could learn more effectively, and the teacher could provide more extensive historical materials not limited in the course content. Besides, it could facilitate not only the historical thinking ability in high-level students, but also the mastering of key words in low level students. There were three major findings in this study: 1. "Note- taking" is a suitable strategy for use in History teaching. 2. The study solved the problems and difficulties in the process when students were learning note-taking strategies. 3. Teaching note-taking strategies was beneficial to enhance students’ learning effectiveness in History. According the findings, this study provided some reflections on teaching as well as suggestions for future researchers. Keywords: note-taking strategy, group cooperation, differentiated teaching