本研究主要目的在比較國小教師施行電子教科書融入合作學習教學與傳統講述教學對國小學生音樂學習態度與學習成效之影響。本研究採準實驗研究設計，每週進行兩節教學活動，為期六週實驗教學研究。研究對象為臺北市某國小六年級兩個班級學生共40人。實驗組進行電子教科書融入合作學習之音樂教學課程，對照組實施傳統講述之音樂教學課程。研究工具為音樂學習態度問卷及音樂學習成效測驗，數據以描述性統計分析、獨立樣本t檢定及成對樣本t檢定進行統計分析。研究結果如下： 一、在音樂學習態度方面︰分析結果實驗組顯著優於對照組，證實電子教科書融入合作學習，能提升音樂學習態度。 二、在音樂學習成效方面︰分析結果為兩組後測成績均顯著優於前測，而實驗組顯著優於對照組，尤其是中成就組和低成就組達顯著差異，證實運用電子教科書融入合作學習，能提升音樂學習成效。 三、電子教科書融入合作學習的教學優於傳統講述教學。 依據本研究結果提出具體建議，以提供教學設計、音樂教學及未來相關研究之參考。 This study aims to compare the effects of two instructional methods on on 6th graders’learning attitude and achievement for primary school teachers. One is integrating electronic textbook into cooperative learning; one is using a traditional lecture method. The study adopts the quasi-experimental design, which is undergoing a 6-week period. Subjects are 40 students from 2 classes of 6th graders at a primary school in Taipei. Data are collected through learning attitude questionnarie and learning achievement assessment. Data are analyzed by descriptive statistical analysis﹐independent-sample t-test﹐and two-sample t-test. Results are： 1.For music learning attitude﹐the experimental group was significantly superior to the control. 2.For music achievement﹐post-test results were better than pre-test inboth groups.The experimental group was apparently superior to the control﹐particularly existed between medium achievement group and low achievement group.It proved that the integration of cooperative learning to e-textbooks would promote music achievement. 3.The integration of cooperative learning to e-textbooks is superior to that of traditional instruction model. Concludsions and suggestions for future study and practice are offered based on the findings.
