本研究旨在探討八年級學生，使用故事與探究融入自然與生活科技教材，與使用課本教材進行教學，學生課堂參與表現的情況以及成就測驗之差異。研究採質量合併進行資料的收集與分析。參與的學生為同一自然與生物科技實習教師所教授的兩個班級，單元為「物質世界與水溶液」，一班為實驗組，另一班為對照組。研究者在此單元的教授期間進行課室錄影、半結構式訪談收集資料，以及收集實驗組與對照組學生單元成就測驗成績。資料的分析聚焦兩個班級學生的課堂參與表現、訪談資料與成就測驗差異。研究發現兩班學生多以口頭參與為主，教師在對照組提問與學生回答次數高於實驗組，然而教師提問開放式問題的平均時間，則是實驗組高於對照組。此結果顯示故事探究教材融入課室教學對於教師提問開放式問題極有幫助。從學生晤談分析發現，故事探究的教學，使學生更容易學習與理解，特別有故事的情境使學生更想要學習新的內容。成就測驗結果顯示實驗組與對照組成就測驗在結束後達顯著差異，顯示當學生適應融入故事探究教材的教學後，可以提升學生單元成就。本研究發現使用故事探究教材進行教學，不僅可以提供教師開放式問題的情境，也可以將故事與探究作結合，以發揮兩者的最大功效。

This study explored the impact of applying story-based inquiry teaching materials on 8th graders' learning engagement and achievement. A combination of qualitative and quantitative methods were used in this study. One class of 8th graders was assigned as the experimental group (EG) and another class was assigned as the control group (CG). Both classes were taught by the same intern teacher. Researchers chose ＂the material world and aqueous solution＂ topic to design 11 hours of story-based inquiry teaching materials. In the experimental group, the teacher used the story inquiry teaching materials, while in the control group, the teacher used the textbook materials. Data collection included video-recording, students' worksheets and students' interview data, and achievement test results. All the qualitative data were analyzed by coding analysis. Findings indicated that students in both groups have oral engagement. The frequency of student's responses in the CG is higher than in the EG. However, students in the EG took longer to respond to the teacher, which reveals that using story-based inquiry can help the teacher in asking openended questions. Findings showed that the teacher's application of the blending of story and inquiry teaching materials into teaching can benefit students' learning and comprehension; especially the scenario of story-oriented materials encouraged the students become more active in learning. The achievement test results showed that students need time to adopt the new teaching materials, but once they were familiar, their achievement will increase. This study showed that using blended story and inquiry teaching materials can enhance students' learning and the quality of instruction.

故事 ； 探究教學 ； 學生參與 ； 學習成效

Story ； Inquiry-Based Teaching ； Student Engagement ； Learning Outcome