資訊融入高職國文科教學之策略與成效─以電子郵件為例

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 學位論文 > Item 987654321/31212

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题名:	資訊融入高職國文科教學之策略與成效─以電子郵件為例
其它题名:	The strategies and effects of Chinese language teaching merged with e-mail communications in the vocational high school
作者:	廖淑慧;Liao, Shu-hui
贡献者:	淡江大學教育科技學系碩士班王健華;Wang, Chian-hua;陳慶帆;Chen, Ching-fan
日期:	2005
上传时间:	2010-01-11 00:24:08 (UTC+8)
摘要:	數位科技融入教學，改變知識的來源與學習方式，而數位學習引領教育改革，教與學的內容、形式，已發展為雙向多元的媒體教學。新科技能否激發更佳的學習效果？目前在教育界依然沒有確切的定論，如果運用最新科技或複雜的數位媒體無法有效輔助學科教學，那麼，選擇適當但簡易的科技工具(如：電子郵件)就值得進一步探討。本研究係以國內一所國立高職學生為樣本，採傳統教學、多媒體教學之班級進行「融入電子郵件」與「未融入電子郵件」兩種教學法，以了解電子郵件融入國文科教學之策略與成效。電子郵件的收發系統包括：台北縣K12數位學校教學平台、國立高職校內線上郵局(WEB-MAIL)，以及個人的電子郵件信箱。電子郵件輔助教學之策略包括單向式、個別式與多向式之溝通。研究以質量並重方式進行，參與學生採課堂觀察、訪談、問卷等方式進行資料蒐集，以了解電子郵件融入國文科教學的互動性、個別化、小組合作、學習態度等是否改變。量的分析部分，以學生段考成績、問卷為主，以統計方法處理成績、問卷資料，提供質性研究結果的佐證。本研究旨在運用電子郵件輔助教學的互動性，提供教師與學生的溝通，同時建立個別化、合作學習的環境及相關策略，故研究預期的貢獻如下： (一)、將電子郵件作為資訊融入教學策略的另一選擇。 (二)、學生可透過本電子郵件教學之策略設計，進行個別化學習，彌補過去傳統教師授課時無法兼顧每位學生的缺憾。 (三)、提供有關應用電子郵件對輔助國文科教學的具體研究成果。研究結果顯示：電子郵件融入國文科教學在段考成績上較有成效，此外，研究亦發現電子郵件的個別化學習特性對學生幫助最大，而互動性與合作學習則次之。 The study employed “teaching with e-mail” and “teaching without e-mail” methods for traditional and multimedia classes, which were sampled from the students in a public vocational high school to investigate the effects of the teaching strategy merged with e-mail in studying Chinese. The e-mail systems used in the study included: the platform of the K12 digital school of Taipei County, the internal web-mail system in the vocational high school, and personal e-mails. The strategies employed included one-way, individual and multi-way communications. The study implemented qualitative method in complement with quantitative data. The methods of data collection included observations, interviews, and questionnaires. Quantitative data was analyzed statistically. Data were mainly from the grades of monthly tests and questionnaires by students to provide the substantial evidence for the result in qualitative analysis. This study found the evidence that interacting via e-mail provided a communicational bridge between teachers and students. In addition, the study made efforts to build an individual and cooperative studying environment with computers. The contributions of the study are as follows: (1) To give the evidences that e-mail provides an effective alternative for delivering interactive instructional strategies. (2) To indicate that students are able to study independently by taking advantages of instructional strategies incorporate with e-mails, and these strategies are intend to compensate the inabilities of teaching with traditional teaching environment. (3) To provide suggestions to the application of e-mail for flourishing Chinese language teaching. The results indicate that the “teaching with e-mail” group seemed to perform better in mid-term exam. Otherwise, for teaching with e-mail, students felt that individualized, interactive, and cooperative learning methods contribute most to the better learning performance.
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