遊戲教學法與講述教學法對節能減碳教育成效之比較

淡江大學機構典藏 > 工學院 > 水資源及環境工程學系暨研究所 > 學位論文 > Item 987654321/36072

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题名:	遊戲教學法與講述教學法對節能減碳教育成效之比較
其它题名:	The effectiveness comparison between game's instruction and didactic instruction on the designed teaching modules for the energy saving and carbon reduction objectives
作者:	呂冠蓉;Lu, Kuan-jung
贡献者:	淡江大學水資源及環境工程學系碩士班張保興;Chang, Pao-hsing
关键词:	環境教育;遊戲教學法;學習單;Environmental Education;Game’s Instruction;Work Sheet
日期:	2009
上传时间:	2010-01-11 07:32:37 (UTC+8)
摘要:	面對種種環境問題，除了要有應變措施外，更要有防止再發生的處置，最根本的是要建立全民環境保護的概念，就得從教育著手。透過環境教育的教學，由知識傳遞、態度培養與行動養成等方向著手，改變生活習慣以及對環境的認知，才是根本解決環境品質惡化達到永續發展的目標。本研究研究對象為淡江大學97學年度修習環境未來之130位大學部學生，以遊戲教學法（game’s instruction）設計出二個節能減碳教學單元－「太陽爐競賽單元」與「全球氣候變遷-益智遊戲單元」，利用學習單（work sheet）比較經過講述教學法（didactic instruction）以及遊戲教學法（game’s instruction）應用在節能減碳教育上之學習成效，以及探討經由遊戲教學法之教學單元後，學生在價值觀與行為改變。研究歸納出，有83％的學生表示遊戲教學法能提高學生的學習興趣，對學習產生動力，教學過程可以清楚看到學生對不同教學方式的課堂參與度也明顯不同。以學習成效之比較來看，遊戲教學法的學習成效比講述教學法分別在『太陽爐競賽單元』與『全球氣候變遷單元』的學習成效平均分別高出17.38％與22.1％，證明遊戲教學法確實能夠達到比講述教學法更好的成效。不僅在知識獲得上有良好成效，在行為改變上，大多數同學皆願意實踐節能減碳之行為。 Facing all of environment questions, besides must have the emergency measure, must have handling which prevents to occur again.What is most basic is must establish all the people environmental protection the concept, begins from the education.By environmental education ,from the knows of transmission, condition the raise with to move fosters and so on directions to begin, the change habits and customs as well as to the environment cognition, are the goal which the basic solution environment quality worsening achieves continues forever to develop. This object of 130 students for the Tamkang University 2008 academic year the college and university department students environment future,use game’s instruction on the designed two teaching modules for the “Energy Saving and Carbon Reduction” - “Solar oven competition ” and “Puzzle game on Global climate changes”,compares using the didactic instruction as well as the game''s instruction applies, in the Energy Saving and Carbon Reduction education the study result.As well as discussion teaching of unit after game teaching method, student in values and behavior change. The research induces, some 83% student expressed that game’s instruction can enhance student''s study interest, to studies produces the power, the teaching process may see the student clearly to the different teaching way classroom percentage participating also obvious different. The effectiveness between game’s instruction and didactic instruction separately in “Solar oven competition ” and“Puzzle game on global climate changes” is higher than 17.38% and 22.1%.The proof game teaching method can achieve truly compared to a narration teaching method better result. Not only in the knowledge obtains on has the good result, in the behavior change, majority schoolmates is willing to practice the energy saving and carbon reduction.
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