臺南市國小高年級學生對互動式電子白板教學的學習態度

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題名:
臺南市國小高年級學生對互動式電子白板教學的學習態度
著者: 陳宜莉; Chen, Yi-Li
尹玫君; Yin, Mei-Chun; 教育學系課程與教學教學碩士班
主題: 國小高年級學生; 學習態度; 互動式電子白板; elementary school students; Learning attitude; Interactive Whiteboard
描述: 本研究旨在瞭解臺南市國小高年級學生在認知面向的「對電子白板的認同感」、「對教師使用電子白板教學的認知」、「對自身學習的助益」；情感面向的「對電子白板教學的喜愛度」「對電子白板教學的焦慮度」；和行為面向「對操作電子白板的行為意向」的學習態度，及探討其不同背景在互動式電子白板教學上的學習態度是否有所差異。本研究以問卷調查方式進行研究，以臺南市617位國小高年級學生為研究對象。調查所得資料以描述性統計、獨立樣本t考驗、單因子變異數分析等統計方式進行統計分析。本研究獲得結論如下：一、臺南市國小高年級學生使用電腦與接受電子白板教學的經驗充足。二、臺南市國小高年級學生對老師使用電子白板教學的學習態度持正向的看法。三、臺南市國小高年級學生的背景變項對其接受電子白板教學的學習態度有部分顯著差異。 (一)男生的學習態度在「對教師使用電子白板教學的認知」、「對自身學習的助益」、「對電子白板教學的喜愛度」，及「對操作電子白板的行為意向」上，顯著高於女生。 (二)學校規模37班以上的學生其學習態度在「對電子白板教學的焦慮度」上，顯著高於13-36班。 (三)母親教育程度為大學(專科)的學生其學習態度在「對操作電子白板的行為意向」上，顯著高於高中職或以下者。 (四)父母親非常贊成的學生其學習態度在「對電子白板的認同感」上，顯著高於普通；父母親非常贊成的學生其學習態度在「對教師使用電子白板教學的認知」、「對自身學習的助益」、「對電子白板教學的喜愛度」上，顯著高於贊成、普通、不贊成、不清楚；父母親非常贊成的學生其學習態度在「對操作電子白板的行為意向」上，顯著高於贊成、普通、不清楚。 (五)接受頻率為3~4天及每天(5天)的學生其學習態度「對電子白板的認同感」上，顯著高於無；接受頻率為每天(5天)的學生其學習態度在「對自身學習的助益」、「對電子白板教學的喜愛度」上，顯著高於無；接受頻率為每天(5天)的學生其學習態度在「對操作電子白板的行為意向」上，顯著高於1~2天。
The purposes of this study are to understand the Tainan City fifth and sixth graders and to investigate the differences between students of different backgrounds. In this research, questionnaire survey method was conducted and the subjects of the study were 617 students. Moreover, the data was analyzed in various statistical methods, including standard deviation, t -test. The findings of the study are as follows :1.The students often use computers and use the whiteboard to learn.2.Students hold a positive attitude to teachers using whiteboard to teach.3.There are significant differences in the students' part of the background variables of their learning attitude towards whiteboard teaching.(1)For the students’ different genders, there was significant difference in the cognitive-oriented of “way of teaching methods’ cognitive”, “helpful for their own learning,” the emotional-oriented of “teaching on the whiteboard likeability” and the behavior-oriented. Boys are higher than girls. (2) For the students’ different school size, there was significant difference in the emotional-oriented of “teaching on the whiteboard anxiety.” Schools with more than 37 classes are higher than those with 13-36 classes. (3) For the students’ different mother’s education level, there was significant difference in the behavior-oriented. Mothers with college degree are higher than those with no college degree. (4) For the students’ different parental attitudes toward the use of whiteboard teaching, there was significant difference in the cognitive-oriented of “ way of whiteboard tools’ cognition”, “way of teaching methods’ cognitive”, “ helpful for their own learning,” the emotional-oriented of “teaching on the whiteboard likeability” and the behavior-oriented. (5)For the students’ different frequency of use whiteboard teaching of each week, there was significant difference in the cognitive-oriented of " way of whiteboard tools’ cognition", " helpful for their own learning," the emotional-oriented of "teaching on the whiteboard likeability", and the behavior-oriented.
碩士
建立日期: 2014
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5700
資源來源: NUTN IR

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臺南市國小高年級學生對互動式電子白板教學的學習態度

陳宜莉; Chen, Yi-Li 尹玫君; Yin, Mei-Chun; 教育學系課程與教學教學碩士班 2014

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