本研究主要是以實驗研究法的方式來探討，採用同儕教學結合IRS系統的學生在物理學習的態度與解題能力，和接受傳統式教學法的學生有何不同。研究者希望教學過程中結合IRS系統來引導學生思考與辨別解題的理解與程序，讓學生對推導演算與演繹過程有深刻的認知。本研究對象為台灣北部高中二年級自然組的二個班，其中一班設定為實驗組，另外一班設定為對照組，該兩班的物理教學工作皆由研究者本身擔任。實驗組的班級由研究者對其實施IRS結合同儕教學的教學模式；對照組的班級由研究者對其實施一般傳統的教學模式。一方面利用實驗組學生學習心得紀錄表、教學意見調查表的調查等，以質性研究來探討學生學習過程時教室互動與態度，另一方面利用兩組學生的物理學習成就測驗及物理學習態度量表的前、後測成績，以量化研究的方式來檢視學生在測驗卷上解題能力與學習態度為何。資料的蒐集包括牛頓運動定律單元前測測驗、牛頓運動定律單元後測測驗、物理學習態度量 表、教學意見調查表、學生學習心得記錄表等。研究結果發現，將IRS系統作為高中物理教學的輔助工具，並且依據解題的組織性、選擇性與程序性等特性，設計同儕教學活動，增加學生的思考性等策略，可以提升學生物理解題能力與學習態度。研究結果期望能提供學術與教育界的相關研究與教學發展之參考。 This study adopted an experimental research method to investigate the difference in physics learning attitudes and problem-solving between students who were instructed using PI combined with an IRS and those who were instructed using conventional teaching methods. The researchers expected that integrating the IRS into the teaching process would guide the students’ thinking and help them to determine and understand problem-solving procedures, enabling them to attain a profound awareness of the calculation and deduction processes.The research participants were second-year senior high school students from two classes with ascience education emphasis in Northern Taiwan; one class was the experimental group, and the other class was the control group. Both classes were instructed in physics by the researchers. The experimental group was instructed using the IRS combined with PI, and the control group was instructed using conventional teaching methods.Experience logs and a questionnaire survey of teaching opinions regarding the students in the experimental group were used to qualitatively investigate the students’ interactions and attitudes in the classroom during the learning process. Furthermore, physics learning-achievement tests as well as pre- and posttest scores on a physics learning-attitude scale from both groups were used to quantitatively examine the students’ ability to solve physics problems and learning attitudes based on their test sheets.The data were collected from a unit pretest and a unit posttest on Newton’s laws of motion, a physics learning-attitude scale, teaching opinion questionnaires, and student experience logs. The study results showed that the IRS as a high school physics teaching aids, and in accordance with the characteristics of problem-solving that contains construction, select and procedure to design PI teaching activities can enhance students'' problem-solving ability and physical learning attitude. Study results are expected to provide reference to research and development of teaching.
