資訊科技融入國小五年級國語文教學學習效能之研究

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題名:
資訊科技融入國小五年級國語文教學學習效能之研究
著者: 鄭如婷; Cheng, Ju-ting
陳鴻仁; Hong-Ren Chen; 社會科教育學系碩士班
主題: 國語文教學; 學習效能; 資訊融入教學; learning effect; information-technology integrated teaching; Chinese education
描述: 本論文研製之目的在了解資訊科技融入國語文教學後，對學生國語文學習成效的影響，研究採用準實驗設計法，以國小五年級學童為研究對象，實驗組實施資訊科技融入教學，控制組實施一般傳統教學。在教學前、後兩組學生同時施以「國語文學習前成就測驗」、「國語文學習後成就測驗」，並且在實驗教學之後針對實驗組施以『「資訊科技融入國小五年級國語文教學學習效能之研究」學生意見調查問卷』，將以上所得資料進行統計分析。得到以下結論：（一）國語文學習後成就測驗的成績在不同教學法與不同能力水準之間沒有交互作用。（二）學生之學習成效在使用資訊科技融入國語文教學與一般傳統教學之間並無顯著差別。（三）不同能力水準學生，在國語文學習後成就測驗的成績上，有顯著差異。（四）相同能力水準學生，在不同教學法之下，在國語文學習後成就測驗的成績上，沒有顯著差異。（五）整體而言，實驗組學童對「資訊融入國語文」的教學方式，其學習反應意見多持正面肯定態度，認為資訊融入教學可以提升學習興趣及學習能力。最後根據研究結果，提供教師及未來研究者在資訊科技融入國語文教學幾點具體建議。在資訊科技融入國語文教學方面：（一）資訊科技融入教學與一般傳統教學相輔。（二）彈性運用各種資訊科技教學媒材。（三）加強寫作能力的指導。（四）增加課程內容的深度與廣度。（五）加強教師對於資訊科技運用的能力。在未來研究方面：（一）擴充研究樣本。（二）延長實驗教學時間。（三）加強控制變因
The purpose of this study is to discuss the learning effect of information- technologyintegrated Chinese teaching on the fifth graders of elementary school. This study adopted quasi-experiment method and recruited elementary school fifth graders as subjects. The experiment group used information-technology integrated teaching approach, and the controlled group used traditional narrative teaching method. Both groups received pre-test and post-test on “Chinese Education Achievement Test”. And the experiment group filled out the “Survey on Information-Technology Integrated Chinese Teaching after the experimental teaching”. The data were analyzed statistically according to the results, we can get the following conclusions:(1) Teaching approach and competency level have no significant reciprocal effect on the results of post-test.(2) Different teaching（The experiment group used information technology and the controlled group used traditional narrative teaching method）approaches lead to no significant difference on the results of post-test.(3) Students of different competency levels have significant difference on the results of post-test.(4) Under defferent teaching approachs, there is no significant difference on the results of post-test among the students on the same levels.(5) Overall, the students of the experiment group hold positive opinion toward the informationtechnology integrated teaching approach, and believe that it could enhance learning interest and learning ability. Lastly, concrete suggestions were made based on the results, to provide a reference toteachers and future researchers. About information-technology integrated Chinese teaching:(1) Information-technology integrated teaching and traditional narrative teaching method assisted each other.(2)Using every Information technology tools elastically.(3) To strengthen the teaching of the writng ability.(4)To add the depth and the range of the Curriculum content.(5) Teachers should strengthen the abilities of using information-technology tools. About the future researches:(1) Expanding the research samples.(2)To lengthen the experimental teaching time.(3) To strengthen to control the changing factors.
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/987654321/3598
資源來源: NUTN IR

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資訊科技融入國小五年級國語文教學學習效能之研究

鄭如婷; Cheng, Ju-ting 陳鴻仁; Hong-Ren Chen; 社會科教育學系碩士班 2007

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