國小教師及學生對電子白板e化教學態度之研究-以臺南市為例

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題名:
國小教師及學生對電子白板e化教學態度之研究-以臺南市為例
著者: 林有倫; Lin, Yu-lun
孫光天; none; 數位學習科技學系教學碩士班
主題: 學習態度; 互動式電子白板; 國小學生; elementary school students; learning attitude; Interactive Whiteboard
描述: 本研究旨在探討台南市國小教師及學生對電子白板e化教學之態度。以互動式電子白板在教育應用的相關文獻結果為基礎，進行問卷編製，對台南市已使用電子白板之國小教師與學生進行調查。蒐集的問卷資料進行獨立樣本T檢定、單因子變異數分析等統計分析，結合研究結果與文獻探討獲得下列研究結論：一、學生接受多媒體資源學習時，在視覺、聽覺、觸覺等各種感官的認知皆不同，要如何讓學生連結先備經驗，理解學習內容，需要教師在課前準備時多加考量。而在課程實施中注意每個孩子不同的反應，並於課後檢討時將學生的表現與學習成效作比對，隨時修正課堂中多媒體資源使用的質與量。二、電子白板在教師不完全理解使用下反而有破壞性的影響，因此教育單位需對電子白板的投資伴隨著相關的教師專業訓練，除了軟硬體操作的技術，還需各種教學方法與電子白板結合的不斷研究與推廣，來改變教師傳統的教學思維及教學模式，亦提昇學生學習成效。三、研究中發現教室中電子白板的使用若以教師為主，在互動性不足的情況下，學生學習態度會轉變為懶得思考。隨著教師教學法的不同，教師與學生對教室電子白板的使用角色也應跟著改變，教室中的電子白板成為教師與學生或學生同儕間互動的重要媒介。在教師不斷精進ICT能力時，也應多給予學生時間及機會使用教室中的電子白板及其他資訊設備，增加學生ICT能力。四、教科書書商研發搭配互動式電子白板教學的多媒體電子教科書，更貼近教師需要。然而，身為第一線使用電子白板搭配電子教科書的教師需注意不被電子教科書僵化教學模式，才能真正發揮電子白板的功效。
The purpose of this research is to study the learning attitude to the Interactive Whiteboard of elementary school teachers and students in Tainan city. Based on the relevant references which studies the application of the interactive whiteboard on teaching, this study performed questionnaires for the learning attitude of teachers and students in elementary schools which have adopted mentioned interactive whiteboard in Tainan city. The information on collected questionnaires was processed Independent-Sample T Test, One-way ANOVA, and such statistical analysis. After integrating the mentioned references and analyzed data, the results can be obtained as follow.1. Because the senses of sight, hearing, touch of the students are dissimilar, the teachers’ preparation for courses is required more consideration in order to let the students successfully link lessons preparation up and figure out the lessons. Each children’s reaction is different and needed be attentive to in class, at meanwhile, their behavior and learning effects are also compared in post-class criticism. The quality and quantity of using multimedia in class amend irregularly by the above. 2. The Interactive Whiteboard will cause destructive influences while it is operated by the incomplete understood teachers. The educational institutions have to provide professional training for relative teachers accompanying the investment on the Interactive Whiteboard. Except for the operating technology of software and hardware, merging every kind of teaching method and adopting Interactive Whiteboard are needed constantly studying and popularizing to make changes in teachers’ traditional consideration and model of teaching. The learning effect of students is also promoted.3. It is found that if the usage of the Interactive Whiteboard is mostly by the teachers, the learning attitude of students will be transformed into being lazy on thinking. As the changing of the teaching ways, the using roles of the Interactive Whiteboard should also change as well. The Interactive Whiteboard becomes an important instrumentality for teachers, students, and their interactions. The teachers should provide their students more time and opportunities on using the Interactive Whiteboard and other information facilities to increase their ICT while they are continuously promoting their ICT. 4. The multi-media electrical textbook the collocating with the Interactive Whiteboard is needed to design to more close teacher’s requirement by bookmen of textbook. However, the teachers as the forefront users on the Interactive Whiteboard have to take notice of preventing rigid teaching model to bring the efficiency of the Interactive Whiteboard.
碩士
建立日期: 2010
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2267
資源來源: NUTN IR

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國小教師及學生對電子白板e化教學態度之研究-以臺南市為例

林有倫; Lin, Yu-lun 孫光天; none; 數位學習科技學系教學碩士班 2010

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