南華大學機構典藏系統:Item 987654321/17693
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    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: http://nhuir.nhu.edu.tw/handle/987654321/17693


    题名: 資訊科技融入「攜手計畫-課後扶助」學習成效之探討
    其它题名: An explore of the effectiveness of the integration of information technology into the work plan-after school alternative program
    作者: 郭致維
    Kuo, Chih-wei
    貢獻者: 資訊管理學系
    王昌斌
    Chang-bin Wang
    关键词: 資訊科技;學習成效;科技化評量;攜手計畫-課後扶助
    technology-based testing;Information Technology;After School Alternative Program;the effectiveness of the integration
    日期: 2013
    上传时间: 2015-01-05 11:58:20 (UTC+8)
    摘要: 　　本研究針對嘉義縣某國小運用資訊科技融入「攜手計畫-課後扶助」進行研究，主要目的在探討「資訊科技融入攜手計畫」之實驗組與「傳統教學應用於攜手計畫」之對照組在國語、數學科學習態度與學業成就之差異情形。　　　本研究採以量化資料為主，質性資料為輔。量化資料以巡堂紀錄表、授課教師自我評量表、學習態度檢核表及學生回饋單來分析二種教學模式學習態度差異情形，以科技化評量網站前後測分數來分析學業成就差異情形，所有量化資料以SPSS 12.0進行描述性統計分析。本研究另加以師生晤談之質性資料作為研究輔助工具。　　　本研究主要發現如下：一、實驗組與對照組的學習態度均有明顯改善。二、實驗組的學習態度表現均優於對照組。三、實驗組與對照組的學業成就皆有顯著進步。四、多數年段實驗組的學業成就表現優於對照組。
    　　This study is the use of information technology into the work plan - after school alternative program for Chiayi County Elementary School. Aimed to investigate experimental group of information technology into the work plan and control group of traditional teaching applied to the work plan in Chinese and Mathematics learning attitude and academic achievement of the differences.　　　This study was mainly quantitative data, and qualitative data assisted. The quantitative data record table is based on Xuntang instructor self-assessment, learning the attitude checklist and students feedback sheets, to analyze the learning attitude differences between the two kinds of teaching mode; Pretest and posttest scores in technology-based testing to analyze differences between academic achievement in the two kinds of teaching mode, all quantitative data is based on SPSS 12.0 for descriptive statistical analysis.In this study, plus teacher and student interviews qualitative data as study aids.　　　The main findings of this study, such as the following:First, the experimental group and the control group learning attitude all improved significantly.Second, the experimental group learning attitude all better than the control group.Third, the academic achievement of the experimental group and control group all significant progress.Fourth, the majority section of the academic achievement of the experimental group is better than the control group.
    显示于类别:[資訊管理學系] 博碩士論文

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