結構模糊的問題解決知識類型之數位教材教學設計原則之探討與應用

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/31375

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Title:	結構模糊的問題解決知識類型之數位教材教學設計原則之探討與應用
Other Titles:	Investigation of e-learning content design principles in the ill-defined problem-solving knowledge domain
Authors:	劉心筠;Liu, Hsin-yun
Contributors:	淡江大學教育科技學系碩士班徐新逸;Shyu, Hsin-yih
Keywords:	數位教材;問題解決;結構模糊的問題;教學設計;教學設計原則;e-learning content;problem-solving;ill-defined problem;Instructional Design;instructional design principles
Date:	2008
Issue Date:	2010-01-11 00:36:09 (UTC+8)
Abstract:	培養學生具備問題解決的能力是教育上重要的目標，但在數位教材中，結構模糊的問題解決是較難教學的知識類型。本研究的目的在於探討適用於數位教材設計的「結構模糊的問題解決知識類型之數位教材教學設計原則」。研究先由文獻整理，從數位教材的教學設計、結構模糊的問題解決知識內涵、問題類型、解題過程、解題策略、教學策略，來歸納出「結構模糊的問題解決知識類型之數位教材教學設計原則」。之後，藉由訪談五位專家來修正原則的正確性。而為了驗證原則用於教材設計的可行性及效果，本研究以「結構模糊的問題解決知識類型之數位教材教學設計原則」建置「教學設計－分析階段」單元數位教材，對學習者進行實驗教學，最後透過學習者的學習成效與學習滿意度來驗證原則用於數位教材設計的可行性。本研究以淡江大學教育科技所碩士在職專班一年級的的學生為實驗對象，採用實驗類型中的單組前後測實驗設計，有效樣本數為16人。實驗結果說明如下：一、認知程度後測成績的平均數高於認知程度前測成績的平均數，並達到顯著差異，顯示學習者學習後在「教學設計－分析階段」的認知程度上有明顯進步。二、問題解決能力後測成績的平均數高於問題解決能力前後成績的平均數，並達到顯著差異，顯示學習者學習後在「教學設計－分析階段」的問題解決能力上有明顯進步。三、由單元滿意度調查問卷發現平均數皆傾向同意，從學習者課後訪談中也發現學習者亦肯定教材對日後進行教學設計分析階段之幫助。因此，根據研究結果可得知「結構模糊的問題解決知識類型之數位教材教學設計原則」用於數位教材設計有其可行性。之後，根據學習者課後訪談結果對「結構模糊的問題解決知識類型之數位教材教學設計原則」進行修正，讓原則更加完善。本研究的研究結果可協助結構模糊的問題解決知識類型數位教材之建置，讓教學設計師可參考此原則發展數位教材，達到較佳的學習成效。 Cultivating student’ problem-solving ability become an important goal on education. But the ill-defined problem-solving knowledge domain is very hard to teach, especially in the e-learning materials. The purpose of this study is to investigate of e-learning content design principles in the ill-defined problem-solving knowledge domain. This study first reviewed literature and then synthesized the e-learning content design principles, the ill-defined problem-solving factor, problem types, problem-solving process, problem-solving strategies and instructional strategies of e-learning content design in the ill-defined problem-solving learning. Then, the study interviewed five experts and conducted an experiment to assure the validity of the principles. The content of the treatment is teaching “Analysis Steps of ADDIE model”. The e-learning materials were designed according to “e-learning content design principles in the ill-defined problem-solving knowledge domain”. The one-group pretest-posttest design was used with 16 first-year graduate students of Executive Master’s Program in education technology, Tamkang University. The experimental research results were listed as follows: 1.There was a significant difference on students’ pretest and posttest of knowledge test. The result indicated that students had progress in the posttest scores than the pretest in the knowledge test towards “Analysis Steps of ADDIE model”. 2.There was a significant difference on students’ pretest and posttest of problem-solving ability test. The result indicated that students had progress in the posttest scores than the pretest in the problem-solving ability test towards “Analysis Steps of ADDIE model”. 3.Students had positive attitudes toward this e-learning content, and they thougnt this e-learning content was helpful as well. In order to enhance the effectiveness and efficiency of “e-learning content design principles in the ill-defined problem-solving knowledge domain”. Afterwards, the researcher interviewed the students and revised the principles accordingly. The study is important because it provide the specific guideline and evidence for instructional designer to design e-learning materials in the ill-defined problem-solving knowledge domain.
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