資訊科技應用於臺灣自然環境單元學習成效之研究

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題名:
資訊科技應用於臺灣自然環境單元學習成效之研究
著者: 李啟榮; Lee, Chi-jung
陳鴻仁; Hong-Ren Chen; 社會科教育學系教學碩士班(95停招)
主題: 資訊融入教學; 學習成效; 社會學習領域; 傳統教學; information technology-integrated teaching; trad
描述: 本研究的主要目的，是透過在資訊融入教學與傳統教學兩種不同的教學模式下，對不同能力水準學生在社會學習領域臺灣自然環境單元學習成效上的影響，再以意見調查表方式，了解國小五年級學生對於資訊科技融入社會領域教學的看法與意見。本研究採用準實驗研究法（quasi-experimental method）之「實驗組控制組前後測設計」，隨機選取兩個班級為實驗組和控制組，分別進行學習成就測驗前、後測，再以套裝軟體SPSS for Windows 10.0進行統計分析，以評估在兩種教學法下，兩班學生在後測分數上的差異情形。所得資料經t檢定、二因子共變數分析、單純主要效果檢驗，所得之結論如下：一、教學法和能力水準在學習成就後測分數上並無顯著交互作用。二、不同能力水準學生在學習成就後測分數部分有顯著差異。三、不同教學法在學習成就後測分數上有顯著差異。四、不同教學法對相同能力水準學生在學習成就後測分數上並無顯著差異。五、實驗組學生學習意見調查表之結果為：（一）對於資訊融入的接受度、幫助概念的理解、降低學習的困難、專心度等方面，高能力組均優於低能力組。（二）資訊融入教學能讓成績大幅進步，高低能力組學生均持保留的看法。（三）在課後自行上網繼續學習方面，低能力組學生優於高能力組學生。（四）整體來說，高、中、低能力組學生均喜歡以資訊融入來進行學習。最後，綜合研究結果，對教師、學校單位及未來研究者提出建議。
The purpose of this study is to understand the effects of information technology-integrated teaching and traditional teaching on the academic achievement in social studies with a case of natural environment of Taiwan for students at different ability levels, and the opinions of the fifth graders about the integration of social studies with information technology by having surveys. According to quasi-experimental method, this study was examined with the pre-test and post-test design which two classes were selected randomly as experimental group and control group. Two teaching models were analyzed by SPSS statistical analysis for Windows 10.0 to evaluate the post-test score differences among the students in two classes. The data was examined by t-test, two-factor analysis of covariance, simple major effect test, and the results are as follows:1. There is no significant interaction between teaching methods and ability levels on the post-test score of social studies academic achievement.2. There is significant difference on the post-test score of social studies academic achievement among different ability level students.3. There is significant difference on the post-test score of social studies academic achievement with different teaching methods.4. There is no significant difference on the post-test score of social studies academic achievement among same ability level students who are taught with different teaching methods.5. Results of experimental group students’ learning opinion surveys are as follows:(1.) Regarding to acceptance of information technology-integrated teaching, assisting concept formation in social studies, reducing the difficulty by information technology-integrated teaching and student’s concentration in class, students in high-ability group are better than students in low-ability group.(2.) Students in high-ability group are not certain of great improvements with information technology-integrated teaching.(3.) Students in low-ability group have better results than students in high-ability group in after-class online learning.(4.) Overall, high-ability, average-ability and low-ability students all like information technology-integrated teaching.Suggestions are provided to teachers, school administrations and future studies from this research results.
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建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3170
資源來源: NUTN IR

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資訊科技應用於臺灣自然環境單元學習成效之研究

李啟榮; Lee, Chi-jung 陳鴻仁; Hong-Ren Chen; 社會科教育學系教學碩士班(95停招) 2008

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