以敘事文學與網路合作學習，提升歷史學習動機之教學實踐研究

Research on the Teaching Practice of Using Narrative Literature and Internet Cooperative Learning to Improve the Motivation of History Learning

本課程以臺灣歷史為教授主軸，共分為「史前時代」、「荷治至鄭氏治臺」、「清領時期」、「日治時期」、「國府遷臺」、「50～70年代」、「解嚴前後文化轉型期」等部分，透過課程脈絡讓建立完整之臺灣主體性發展歷史認知。在不同的臺灣歷史階段教授中，透過不同的敘事文本的揀擇，傳達歷史理解的相關概念。並透過臉書社團建立課程整體社團以及學生各分組社團，並運用社群媒體之即時、多元、資源共享等特性，於線上進行同步與非同步之網路合作學習。本課程之創新實踐模式共運作上、下二學期，上學期以「XX歷史同好會」，下學期以「XX歷史劇場」之活動進行。以臺灣歷史結合「敘事文學」之閱讀與分析，到以網路合作學習方式完成臺灣歷史結合敘事文學之撰寫，為「XX歷史劇場」之運作脈絡。在問卷分析中可見，臺灣歷史結合敘事文學之教學，以及網路合作學習完成歷史資料之蒐集、討論、分享與腦力激盪中加深對臺灣歷史學習動機之運作模式，本課程皆可獲得良好成效。

This course focused on teaching Taiwan’s history and discussed the following topics: prehistoric times, Dutch Formosa to Kingdom of Tungning, Qing Dynasty rule, Japanese Rule, Republic of China moving to Taiwan, 1950s–1970s, and cultural transformation before and after the lift of martial law. During the course, students obtained a comprehensive understanding of Taiwan’s subjective historical development. In the process of teaching the different stages of Taiwan’s history, different narrative texts were adopted to deliver relevant concepts. In addition, we established a Facebook group for the entire course and separate Facebook groups for student groups, thereby utilizing the characteristics of social media, namely instantaneity, diversity, and resource-sharing, to perform synchronized and asynchronized online cooperative learning. The innovative experimental course model was implemented for two semesters. The first and second semester involved the XX History Fan Club activity and XX History Theater activity, respectively. The group course operated by alternating between diffusion-based and convergence-based stages. Questionnaire analysis revealed that integrating the teaching of Taiwan’s history with narrative literature and adopting online cooperative learning to collect historic data, discuss, share, and brainstorm enhanced students’ learning motivation of Taiwan’s history. Accordingly, this course achieved favorable results.