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    Title: 建構小五學生Google地球地圖學習情境 : 以活動理論為架構之研究
    Other Titles: Research on constructing a gGoogle Earth Map learning environment for 5th grade students : applying activity theory as a framework
    Authors: 林志宜;Lin, Chih-yi
    Contributors: 淡江大學教育科技學系碩士在職專班
    黃雅萍;Huang, Ya-ping
    Keywords: 活動理論;Google地球;地圖教學;行動研究;activity theory;Google Earth;map teaching;Action Research
    Date: 2009
    Issue Date: 2010-01-11 00:34:22 (UTC+8)
    Abstract: 本研究旨在發展以活動理論為架構之Google地球地圖課程,並探討該課程對國小學生地圖學習之影響,同時也探究課程實施時,所面臨的困難與因應。本研究之地圖教學係改編康軒版國小社會領域教科書第五冊中關於「空間方位知覺」與「坐標定位能力」之教材,並以研究者任教之台北縣某國民小學五年級四十八位學生為研究對象,自九十七年四月至六月,實施「Google地球的功能」、「臺灣地理位置」、「臺灣四周島嶼」、「認識經緯線」、「緯度與氣候的關係」和「方格坐標系統」等六個Google地球主題活動,進行為期三個月之行動研究。
    研究者透過自編之教學計畫與任務學習單,同時搭配協作教師訪談、學生訪談、省思札記,並配合「地圖學習動機量表」、「地圖概念測驗」、「地圖學習成效測驗」之量化數據,提供多方面的資料回饋與驗證,藉此分析Google地球地圖課程之影響。
    研究結果顯示:
    一、Google地球地圖課程提供學生多樣的學習經驗,並提升學生地圖學習之動機。在Google地球地圖課程中,學生透過操作Google地球獲得擬真之學習經驗,並在任務學習單引導中增進思考與互動,充分發揮與同儕互助合作之學習精神。
    二、從地圖成效測驗看來,Google地球地圖課程能正向影響學生對於「臺灣地理位置」與「臺灣四周島嶼」之空間方位知覺能力。另外,對於坐標定位能力,以「方格坐標的意義與定位」學習成效最令人滿意,「緯線功能」次之,而「經緯線的意義與定位」學習成效則較差。

    三、對於教師進行地圖教學而言,活動理論能協助教師有系統地進行教學分析,並建立動態之教學情境。另外,利用Google地球作為學習資源,則可以改善傳統地圖教材之限制,提供虛擬逼真之影像與多樣的地圖資訊。
    四、本研究在教學實施中所遭遇的困難,包括教師運用活動理論進行授課,需要較多的時間;學習問題之適宜性,將影響活動的運作;Google地球經緯線標示錯誤,造成學生錯誤學習的問題;以及Google地球未全面之中文化,造成學生學習障礙的問題。
    本研究提出之建議:
    一、對教學上的建議
    (一)以自編教材實施Google地球教學,時間掌握將更有彈性。
    (二)以活動理論進行授課,需留意任務內容之適宜性。
    (三)在教室增設電腦學習資訊區域,讓學生持續累積地球空間之經驗。
    二、對未來研究的建議
    (一)擴大課程範圍至其他地理教學研究。
    (二)延伸研究對象使研究更具代表性。
    (三)以實驗法進行分析Google地球與教科書之學習成效差異。
    (四)推廣活動理論教學至其他領域。
    The thesis aims to develop the Google Earth Map Program by using activity theory framework and investigate the impact of the program on the map learning of pupils. At the same time, the difficulties faced during the program and related countermeasures are discussed. The map teaching in the study is the teaching material refined from “the Perception of Spatial Orientation” and “the Coordinate Position Ability” in the Volume Five of Social Studies Textbook of Elementary School, Kang Hsuan version. 48 Grade Five students of an elementary school in Taipei County where the researcher teaches were selected as the objects of this study. Since April to June 2008, six theme activities regarding Google Earth including “the Function of Google Earth”, “the Geographic Location of Taiwan”, “Islands around Taiwan”, “Knowing the Longitude and Latitude”, “Relationship between Latitude and Climate” and “the Grid Coordinate System” were carried out for three months as the action research.
    The researcher, with self-prepared teaching plan and task-based learning sheet, plus assistant teacher interview, student interview and reflective notes as well as the quantitative data of “the Map Learning Motivation Scale”, “Test on the Concept of Map” and “the Examination on the Effectiveness of Map Learning”, provided various feedbacks and verifications of information to analyze the influence of Google Earth Map Program.
    The results of the study demonstrate:
    I. Google Earth Map Program supplies students with diversified learning experiences and strengthens the students’ motive for map learning. From the Google Earth Map Program, students obtain the virtual learning experiences by using Google Earth. Their thinking and interactions are enhanced through the guidance of task-based learning sheet fully developing the learning spirit of cooperation among classmates.
    II. According to the Examination on the Effectiveness of Map Learning, Google Earth Map Program positively affects students’ perception of spatial orientation toward “the Geographic Location of Taiwan” and “Islands around Taiwan”. Moreover, for the coordinate position ability, the learning effectiveness of “the meaning and position of grid coordinate” is the most satisfactory, “the function of latitude” the secondary; the learning effectiveness of “the meaning and position of longitude and latitude” is the worst.
    III. For teachers adopting map teaching, action research assists them in systematical teaching analysis and establishes dynamic teaching environment. Besides, Google Earth as the learning resource improves the limit of traditional map material and provides virtual and realistic images as well as a variety of map information.
    IV. The difficulties the researcher met when teaching students to implement the program contain teachers taking more time to lecture when using action theory; the suitability of learning questions affects the process of action; the mark error of Google Earth’s longitude and latitude causes students to absorb incorrect knowledge; incomplete Chinese environment of Google Earth hinders student learning.
    The study recommends:
    I. For teaching
    (1) With self-prepared teaching materials for Google Earth teaching, time control will be more flexible.
    (2) To lecture by activity theory, the suitability of the subject of tasks should be cared.
    (3) Create an information area for computer learning in the classroom for students to accumulate experience in Earth space.
    II. For future study
    (1) Widen the scope of program to other studies on geographic teaching.
    (2) Extend the objects of study making the study more typical.
    (3) Experimentally analyze the difference of learning effectiveness between Google Earth and textbooks.
    (4) Promote activity theory teaching to other fields.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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