探討探究式教學法與傳統講述法於國中地理課程中學習成效的比較

Abstract

摘要 本研究旨在探討探究式教學法與傳統講述法在國中地理課程中對學習成效的差異，並檢視學習動機與學業背景對此影響的調節作用。研究採用準實驗設計，以桃園某公立國中七年級50名學生為樣本，分為實驗組（採用探究式教學法）與對照組（採用傳統講述法），進行前測與後測的比較分析。 研究結果顯示，探究式教學法在提升學生地理知識應用能力與問題解決能力方面顯著優於傳統講述法。此外，高學習動機學生在探究式教學法中表現尤為突出，而學業背景亦對學習成效產生顯著影響。本研究進一步證實，探究式教學法在促進學生學習遷移、激發高層次思維能力及深化地理學科理解方面具有重要價值。 本研究為國中地理教學提供了實證依據，建議教師適當融入探究式教學策略，並強調以學生為學習中心的教學策略培養批判性思維與問題解決的能力，根據不同學生的學習動機與學業背景設計差異化的教學活動，希望對未來教師提供具體授課的指引，以提升教學成效與學生學習興趣。 Abstract: This study aims to investigate the differences in learning outcomes between inquiry-based teaching methods and traditional lecture-based methods in junior high school geography courses, as well as to examine the moderating effects of learning motivation and academic background on these outcomes. A quasi-experimental design was adopted, involving 50 seventh-grade students from a public junior high school in Taoyuan, Taiwan. The participants were divided into an experimental group (taught using inquiry-based methods) and a control group (taught using traditional lecture-based methods), with pre-test and post-test comparisons conducted. The results indicate that inquiry-based teaching methods significantly outperform traditional lecture-based methods in enhancing students' geographical knowledge application and problem-solving abilities. Furthermore, students with high learning motivation showed particularly outstanding performance under the inquiry-based approach, and academic background also had a significant impact on learning outcomes. This study further confirms the critical value of inquiry-based teaching in fostering learning transfer, stimulating higher-order thinking skills, and deepening understanding of geography as a discipline. This research provides empirical evidence for the reform of junior high school geography instruction. It is recommended that teachers integrate inquiry-based teaching strategies appropriately, emphasizing student-centered approaches to cultivate critical thinking and problem-solving skills. Differentiated instructional activities should be designed based on students' varying levels of learning motivation and academic background. These findings aim to offer practical guidance for educators to enhance teaching effectiveness and stimulate students' interest in learning.