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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/26770


    Title: 情境學習環境中媒體特性對學習成就與學習態度的影響
    Authors: 辜華興;徐新逸
    Contributors: 淡江大學教育科技學系
    Keywords: 情境學習;媒體特性;媒體選擇;學習成就;學習態度
    Date: 1998-03-19
    Issue Date: 2009-12-15 13:47:32 (UTC+8)
    Publisher: 高雄市 : 高雄師範大學
    Abstract: 本研究旨在驗證不同媒體的「錨式情境
    學習教材J '對國內孩童在數學學習成就及學
    習態度之影響。並盼望藉此引導出一套符合成
    本效益的教學媒體教材,激發圈內國小學童的
    學習動機,並將所學實際運用於日常生活之
    中,打破僵化知識的弊端,提供教育界作為教
    學上參考。
    本研究採實地實驗研究法,以臺北市文
    山區興德國小,六年級三個班級共計87 名學
    生為研究對象,將之區分為實驗組一(光碟
    組)、實驗組二(書本組)與控制組(不作任何
    處理)三組。以「生活數學系列之二一小珍的抉
    擇」教材為教學工具,進行實驗教學,教學之
    前,三組分別施以「學習成就評量試題」前測
    與「數學態度問卷」前測; 教學完後, 三組再
    分別施以「學習成就評量試題」後測、「數學
    態度問卷」後測及「教材態度問卷」量表,再
    將所蒐集資料,用SPSS for Windows 統計軟
    體,進行統計分析。
    研究結果發現: 有經過「錨式情境學習
    環境」教學法和無經過「錨式情境學習環境」
    教學法的學生,在學習成就上有明顯差異,有
    經過「錨式情境學習環境」教學法學生的學習
    成就優於無經過「錨式情境學習環境」教學法
    的學生;教材態度部份亦出現明顯差異,但數
    學態度則未有明顯差異。另一方面,在相同的
    「錨式情境學習環境」教學中,不同的媒體特
    性,對學習成就沒有差異,光碟組與書本組差
    異未達顯著水準;不同的媒體特性對小學生教
    材態度與教學態度的影響,亦未達顯著差異。
    本研究在徐新逸教授所主持之國科會專
    題研究計劃( NSC86-2511-S-032 - 003) 贊助
    下完成,兼顧理論與實務,根據本研究結果,
    除可作為「錨式情境學習環境」中,媒體選擇
    之依據,亦提供後續研究者研究參考。
    The purpose of this study was to
    examine the effects of different media attributes
    on students' mathematical achievement and
    attitude toward math in situated learning
    environment.
    By using an experimental method,
    eighty-seven 6th graders from shing-te
    elementary school were used in tItis study. They
    were randomly divided into 2 experimental
    groups(CD-ROM vs. textbook) and a control
    group(no treatment).The instructional materials
    was " Mathematics in Life II: Jane's choice H
    developed by Dr.Hsin-Yih Shyu and her
    research team under tile sponsorship of National
    Science Council Research ProjectCNSC86-25 1 1-
    S-032-003). Before instruction, tIuee groups
    took achievement test and the questionnaire of
    attitudes toward mathematics learning as pretest.
    After the treatment ,posttests achievement test
    and the questionnaire of attitudes toward
    instruction were then followed. Data were
    analyzed by t-test and two one way ANOVA
    using SPSS for Windows.
    As a result, there was significant
    difference in students' mathematical
    achievement and attitude toward instructional
    materials between experimental group and
    control group. EA'perimental group was better
    than control group. There was no significant
    difference in students' mathematical attitude
    between experimental group and control group.
    On the other hand, there are no significant
    difference in students' mathematical
    achievement and attitude between CD-ROM
    group and textbook group in the same situated
    learning environment.
    This study made contributes to computerassisted
    instructional design in situated learning
    environment, because it provided a new
    instruction which was cost-effective and capable
    of enhancing students' learning motivation and
    acltievement.
    Relation: 第七屆國際電腦輔助教學研討會大會論文專題論文彙編,頁14-21
    Appears in Collections:[教育科技學系暨研究所] 會議論文

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