資訊媒體融入社會領域鄉土教學學習成效之研究

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題名:
資訊媒體融入社會領域鄉土教學學習成效之研究
著者: 蘇美惠; Su, Mei-hui
陳鴻仁; Hong-Ren Chen; 社會科教育學系碩士班
主題: 鄉土教學; 學習成效; 資訊媒體融入教學; 社會領域; Homeland Teaching; Learning Effects; Social Studies Education Field; Information Media Integrated Instruction
描述: 本研究主要目的在探討教師以資訊媒體融入社會領域鄉土教學之方式與傳統教學，對學生社會領域與鄉土知識之學習成效以及學習保留成效的影響。研究者根據文獻探討所提出之資訊媒體在教學上的應用與融入教學的模式，將鄉土教學融入社會領域的學習活動之中，來進行教學實驗。本研究採用準實驗研究法，以不等組之前、後測設計進行研究。研究樣本取自台南市安南區海佃國小四年級兩班共67名學生，以一班為實驗組共33人，實施資訊媒體融入教學之方式，另一班為控制組共34人，以傳統教學方式來進行教學實驗。教材內容以國小四年級上學習康軒版社會課本為基礎，搭配研究者參考「台南市國民小學鄉土教學活動」、「府城珍奇」、「台南市—我的愛」等鄉土補充教材自編而成。兩組均實施學習成就之前、後測與延宕後測，以了解資訊媒體融入社會領域鄉土教學對學習成效的影響，另外針對實驗組進行資訊媒體融入教學之意見調查，以分析了解實驗組學生對資訊媒體融入教學的想法和意見。本研究所得之結論如下：ㄧ、不同教學模式在社會領域鄉土教學之立即學習成效有顯著差異。二、資訊媒體融入社會領域鄉土教學對學生之立即學習成效優於傳統教學方式。三、不同教學模式在社會領域鄉土教學之學習保留成效有顯著差異。四、資訊媒體融入社會領域鄉土教學對學生之學習保留成效優於傳統教學方式。五、實驗組學生對資訊媒體融入教學的方式多持正面肯定的態度，認為資訊媒體的使用可以增進學習效果，並提昇學習的動機。
The study attempted to design a workable teaching model which integrated information media curricula into the homeland teaching of social area and experimented on the effects in elementary students’ achievement. This research was conducted under the standard experimental method “nonequivalent pretest-posttest control group design”. It sampled 67 fourth graders among two classes of Hai-Dian Elementary School of Tainan. They are divided into an experiment group with 33 students who were taught by way of integrating information media into the homeland teaching and a controlled group with 34 students with traditional teaching. The author proposed a model of information technology media instruction by taking Kang-Xuan in 4th grade social studies curriculum and various supplementary reading matters as practice examples. Both groups had the pretest-posttest and postponed-test of learning achievement. Besides this, a questionnaire of integrating information media into homeland teaching was collected from the experimental group to understand and analysis opinions from students of the experimental group. According to the result of this study, the conclusions are summarized as followings:1. There is significant difference in immediate learning effects of homeland teaching of social area via different teaching methods. 2. The immediate learning effects of homeland teaching of social area with information media integrating are better than traditional teaching.3. There is significant difference in retentive learning effects of homeland teaching of social area via different teaching methods.4. The retentive learning effects of homeland teaching of social area with information media integrating are better than traditional teaching.5. Students of experimental group have more positive and affirmative attitude toward integrating information media into teaching, and consider this can raise learning effect and learning attitude.
碩士
建立日期: 2007
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3591
資源來源: NUTN IR

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資訊媒體融入社會領域鄉土教學學習成效之研究

蘇美惠; Su, Mei-hui 陳鴻仁; Hong-Ren Chen; 社會科教育學系碩士班 2007

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