95 高中地理課綱地理資訊系統融入教學之研究

Abstract

Geographic Information System（GIS）提供強大功能用以儲存、復原、繪圖與分析空間相關地理資料，本研究旨在探討95/99課綱實施後，台灣高中地理科教師如何評價GIS這個教學利器來協助學生們建構學科知識。 除了軟體的操作複雜度與高昂價格、教學時間限制及教師技術的熟練度/信心外，這些使用/不使用的教師是否認為它是適合且有益於啟發地理思維？ 研究者以質性研究的半結構式訪談法，以方便取樣及滾雪球取樣方式深度訪談北部地區十位樣本教師與三位專家—包含教育部自九十一年起的高中GIS系列計畫種子教師，同時進行為期近一年的兩種向度觀察法；整理博多稿並以理論編碼後得到如下結論： 1.GIS融入教學適合實踐在人文社會資優班及選修課。 2.Google Earth推出新版後能避開使用GIS的障礙因素並具備部分功能（如地形剖面、地圖套疊、語音導覽），廣受歡迎與友善介面/生活化特質成為良好替代方案。 3.某些學校會透過其他管道申請經費購買ArcView9.X軟體或更新設備。 4.初階基礎環境可採用IGIS（WEBGIS）方式。 5.即使教師們清楚GIS的魅力與有力功能，但是課綱中每個主題概念的理解重要性優先於部分技能的養成。 6.教師們將種子計畫所設計的模組視為優質的輔助物。

Geographical Information System（GIS）provide tremendous utilities for storage, retrieval, mapping and analysis of spatially referenced geographic data. This research intends to delineate how high school geography teachers in Taiwan view this collaborative and productive tool to enhance students’ content knowledge after the new curriculum standard advent. Except the manipulative sophistication and prohibitive price of software, pedagogy time limitation and the instructor’s technological proficiency/faith, do those who（don’t） teach by GIS perceive it as appropriate and relevant to motivate geography thinking？ The author interviewed ten samples qualitatively in the north areas and three experts, including seeds of Ministry of Education（MOE） masterplans since 2002. By convenience/snowball sampling with abstract criteria combines observation in two domains, then theoretical coded the protocols from transcripts. Here are the sentiment sequence— 1.Both” Humanity --Social talented class” and “Optional class” are proper occasions to facilitate “teaching with GIS”. 2.Google Earth avoids the insurmountable barriers of true GIS so becomes a prior subsidiary while it is popular. 3.Some schools apply for other financial allowance to purchase ArcView9.X or update the equipment. 4.IGIS（WEBGIS） offers introductory /ultimate level environment. 5.Teachers are conscious of the engaging and instrumental function from GIS, but geographical concepts are the most important issue compare to requisite skill learning. 6. Faculty consider modules of MOE masterplans as the refined supplement.