| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 106 === Abstract
Learning performance of social studies in the 12-Year Basic Education Curricula can be classified into three aspects: “Comprehension and Speculation”, ”Attitude and Value”, “Skill, Performance, and Participation.” However, didactics teaching strategy is stilloften used in class. Students’ historical thinking abilities (interpretation, analysis, and criticism) sometimes are ignored in lecturing, not to mention cultivating the three aspects.Therefore, an action research is based on “historical empathy” to teach history. Through multi-text reading, students can put themselves in the historical figures in the text books, and cultivate their diverse historical perspectives. In other words, the research aims to discuss using text-reading strategy to build up junior high school students’ historical empathy ability.
The subjects of the action research are 27 seventh-grade students in Keelung.The study uses multi-text reading strategies. The model “one historical figure; two relative narrations” will be used to design the multi-text reading worksheets. There are two stages used in the teaching process.The study collected data through the pre-teaching, during-teaching, and the post-teaching worksheets, as well as students interviewing, teachers reflections, and video-taping etc. to understand the difficulties and progress of the students’ learning and the teachers’ teaching. By doing so, we can fix our strategy to put it into practice. The expected research conclusions are :
1.Explore useful multi-text reading strategies to cultivate students’ “historical empathy” ability.
2.Multi-text reading strategies are helpful for cultivating students’ “historical empathy” ability. The concrete effects are as follows:
(1)Promote students’ performance in “historical empathy” learning.
(2)Enhance students’ abilities of analysis and criticism.
(3)Students can distinguish the historical interpretationsbetween different points of view.
3.The Influencing factors on multi-text reading instructional processes are as follows:
(1)The degree of difficulty of the multi-text contents and the vitality of the stories will affect students’ “historical empathy” ability.
(2)Interactivecatechism can stimulate students’ thinking during the teaching.
(3)The feedback of the co-teachers, experts, and students can help to buildup junior high school students’ historical empathy ability.
4.The action study helps the researcher to gain more knowledge in teacher’s professional development.
(1)The researcher acquires the ability of “student-based” instructional designing and approches teaching.
(2)To promte the researcher’s questioning skills.
(3)The researcher refines the contents of designing the worksheets.
Keywords: multi-text reading strategy, historical empathy, history teaching, historical thinking
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