A Case Study of Problem-Based Learning in a Taiwanese Junior High School History Class

• Main Authors: Lu, Yi-Ying, 盧伊瑩
• Other Authors: Tang, Ren-Yen
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/74976293382502433321

碩士 === 國立臺灣師範大學 === 教育學系 === 105 === Based on the dilemma of teaching site, the challenges of history teachers, the researcher attempt to adjust the history teaching to improve the current situation and other research motives. The purpose of this research is to explore the implementation process of "problem-based learning" teaching model in history instruction, including the planning and implementation of feasible teaching programs, the change of learning results and teachers' professional growth. This study was carried out in 105 years after the National Education Examination, the researcher taught a school in Taipei nine years A class of 32 students as subjects, for a period of three weeks a total of eight classes for teaching. Through classroom observation, teacher reflections notes, student interviews and student learning documents to collect data, and then based on the information collected to sort out, induction and analysis. The results of this study are as follows: 1.Teachers use the problem-based learning into the history instruction, the teaching objectives of the planning should be planned in accordance with the students’ ability. Using film as a situational question is conducive to motivating students to learn. Arrangements conducive to discussion of the teaching situation.Teaching process can guide with the four steps of problem-based learing, and join the game activities. It should take into account the positive interdependence and individual performance of cooperative learning. Using the record book and asking questions to understand the students learning situation. 2.The problem-based learning into the history of teaching, to enhance the attitude of the students to study the history of subjects to maintain interest in learning history, confidence and enhance the value of the history of learning beliefs. Through interpersonal interaction, students found the strengths and advantages. Problem- based learning enhances the ability of students to solve problems. problem- based learning allows students to recognize the importance of teamwork. 3.It is not easy to design a problem-based learning program. Teachers can not be alone to complete. In the implementation process, teachers how to "guide" and "teach", to create an open thinking situation, and there is no real "standard answer" for students to learn more about the real world are several predicaments. Students do not have a good understanding of the questionnaires. They need instructions and demonstration by teacher. It is not ideal about filling in the form and paying the record book. Through interviews with students to understand the degree of acceptance, cooperation in various groups. Based on the above conclusions, this study will make recommendations to the teaching staff and future research.