國小自然學習領域融入e-mail教學之學習內涵與成效探討

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題名:
國小自然學習領域融入e-mail教學之學習內涵與成效探討
著者: 林廷蔚; Lin, Ting-wei
尹玫君; Mei-Chun Yin; 教育學系科技發展與傳播研究所（至95年）
主題: 內容分析; 學習成效; 自然科教學; 電子郵件; content analysis; learning effectiveness; science teaching; e-mail
描述: 本研究主要目的在探討藉由e-mail融入國小六年級自然學習領域的教學活動中，學生使用e-mail的內涵及其對以e-mail作為學習溝通的態度，並設計適於國小實施的e-mail融入自然科教學活動，探討教學成效。期望研究結果能作為國小自然學習領域教學和實施資訊融入教學的參考。本研究以台南市開元國民小學六年級兩班學生為研究對象，一班為實驗組，一班為控制組，實驗組學生實施e-mail融入自然科教學，控制組學生則為傳統教學，其中實驗組學生為30人，控制組學生為32人。教材內容為現今南一版九年一貫自然與生活科技第12冊兩個單元，由研究者擔任兩班之教學者，進行九週之實驗教學。實驗設計採不等組前後測設計，兩組學生於教學後均接受自然科學習成效測驗，並以t考驗比較兩組學生分數之差異。另於實驗教學期間蒐集實驗組學生之e-mail，做為內容分析之用，於實驗教學後，再對實驗組學生施行e-mail融入自然科教學態度問卷與進行晤談，以瞭解學生使用e-mail融入自然科教學活動後的態度和意見。本研究獲致的結論如下：一、學生使用e-mail討論的數量會受單元的性質、問題的特性、資料搜尋的難易度與教師的態度四方面影響。二、學生利用e-mail溝通的類型、內容與目的，多集中於陳述性的內容，並且大多數學生利用e-mail討論課業相關的問題，而溝通性文字也是e-mail內容中所不可缺少的項目。在回覆問題的習慣上，學生多未提及之前的談話內容，直接對問題做回應。三、應用e-mail融入自然科教學有助於提升學生自然科的學習成效。四、學生在e-mail融入自然科教學後，在學習情況上普遍呈現正向的態度，多數學生認為會使自己更喜愛自然科，且盼望老師日後繼續利用此方法進行自然科的教學。然而對於單元的喜好程度上，多數學生較喜歡能發表心中想法，少點學科知識內容的單元。五、大多學生對e-mail的使用不感困難，且喜愛使用e-mail來發表看法、與人溝通討論。最後依據結論，對利用e-mail融入自然學習領域的教學及未來研究方向，提出建議。
The purpose of this study was to design a teaching activity merged into Science and Technology learning areas for the sixth grade elementary students by using e-mail. It is to comprehend the content and attitude of students’ learning by using e-mail and to find out the learning effectiveness.In the subject of this study, there were two sixth grade classes of Tainan municipal Kaiyuan Elementary School: One was an experimental group, which contained of 30 people; the other was a control group, which contained of 32 people. The experimental group put Science and Technology Learning Areas into e-mail teaching while the other group applied traditional teaching. The researcher, who chose two chapters from Nanyi version Book twelve for Science and Technology as teaching materials, was also the teacher of the two classes. The pretest-posttest nonequivalent group experimental design was adopted in the experiment. After the experimental teaching for nine weeks, the students of two groups were tested by using Science and Technology Learning achievement test. Besides, t-test was used to compare the difference of the two groups.Analyzing the e-mail content of the experimental group and imposing it on the questionnaire and interview of e-mail emerged into the Science and Technology, there was a conclusion:First, the quantity of students’ discussion by using e-mail would be affected by the traits of chapters, questions, message and the attitude of teachers. Second, students used e-mail to response questions directly, and most content of the e-mail was narrative and communicative. Third, applying e-mail into Science teaching to enhance the learning effectiveness of students in Science and Technology. Fourth, after merging e-mail into Science teaching, students liked this kind of teaching method. Fifth, most of the students didn’t have difficulty in using e-mail, and they liked to use it to communicate with each other.Finally, there were some suggestions for teaching Science and Technology and further researches.
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建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5320
資源來源: NUTN IR

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國小自然學習領域融入e-mail教學之學習內涵與成效探討

林廷蔚; Lin, Ting-wei 尹玫君; Mei-Chun Yin; 教育學系科技發展與傳播研究所（至95年） 2005

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