| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 104 === The subject history obtains the memorize-oriented character due to the vicious cycle caused by the historical teaching nowadays. Given numeral restrictions, for examples, the time limit, excess teaching materials and exam-leading circumstances, both teachers and students experience irritated process while in the history course, consequently, resulting in the lack of interest and passion toward the subject history.
The Problem-based Learning (PBL), derived from the progressivism proposed by Dewey, submits that students should learn by practice. Primitively, it is designating for the medical and natural education. It contemplates the practical learning could only be achievable via actual performance, by which, students can acquire the capacity of solving disputes through enrolling in the factual circumstances. There have been sixteen years for Li-Shan Municipal Senior High School in performing the way as such in their curriculum. This thesis addresses on the experience of Li-Shan Senior High School, to unfold if the PBL can utilize in social science as well. To conclude up, via the retrospect of the course, this thesis stands that PBL is workable in the sphere of social science, in addition, the motivation of students to learn is evidentially augmenting through the adopting of PBL.
This thesis, by case study, concentrates on two teachers in senior high school who teach the history project course based on PBL for two years, from September 2014 to Jun 2016. With reviewing the process, this thesis attempts to analyze, both in the perspective of students and teachers, the consequence and experience of the performance of PBL in the history course, by which, expecting to devote the experience to other subjects and contributing a studied model for others to apply in their arena.
The result of this thesis conclude that:
1, The fruitful experience of the teacher can lead the application of PBL in the course more accessible.
2, The environment and policies of school affect the efficacy of the application of PBL in the history course.
3, It is feasible to exercise PBL in the history course.
4, The motivation of students toward history learning is apparently enhancing via the application of PBL.
Key Words: Problem-Based Learning , History Project ,Historical Teaching
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