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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31356

    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。

    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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