國小電腦課教學方法對學生學習成效與班級互動影響之研究

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Title:	國小電腦課教學方法對學生學習成效與班級互動影響之研究
Other Titles:	The effects of computer teaching methods on student learning performance and classroom interaction
Authors:	蔡禹亮 Tsai, Yu-Liang
Contributors:	教育社會學研究所吳慧敏 Huei-Min Wu
Keywords:	電腦課;教學法;班級互動 computer class;classroom interaction;teaching methods
Date:	2004
Issue Date:	2015-06-17 14:34:12 (UTC+8)
Abstract:	本研究主要探討電腦課採用不同教學方法，對於學童電腦課程的學習成效與班級互動影響的情形，以及學童之背景資源和電腦課學習成就的關係。本研究採用準實驗設計進行實驗教學，並將進行的實驗組教學方法稱為「分段式教學法」，而控制組的教學方法稱為「整段式教學法」。資料蒐集包括有結構性觀察、自編問卷、網頁作品及期末訪談等方式。使用的研究工具有問卷、觀察記錄表及網頁評分表等。　　　研究對象為嘉義縣竹崎鄉地區某國小五年級52名學生。並以t檢定、單因子變異數分析、單因子共變數分析、Person相關等統計方法進行資料分析。本研究之結果如下：　一、學童擁有較多背景資源時，其電腦課成績也較高。　二、期末時整體學童有六成六喜歡分段式教學法，其中七成以上比例是中低能力分組的學童。　三、期末時採用分段式教學法的班級在自評技能得分明顯高於整段式教學法的班級。　四、不同教學法之學童在電腦課成績、網頁製作成績、自評認知、自評情意得分並無明顯差異。　五、採用分段式教學法的班級比整段式教學法的班級，學生感覺上課有趣愉快、功課不會負擔重、期待上課、上課專心。　六、採用整段式教學法的班級比分段式教學法的班級，學生感覺自我練習的時間較多、上課少壓力、班級比較安靜。　七、採用分段式教學法的班級比整段式教學法的班級，有較多的班級互動表現。　　　The main purpose of this study was to investigate how teaching methods influence students' learning performance and classroom interaction in the computer class. In addition, this study also examined how background resources influenced achievement in information education.　　　The study was carried out in the form of quasi-experimental design, aided by structural observation, questionnaire survey, and interview at the end of the semester. The experiment included two teaching methods: the multi-session teaching method, and the one-session teaching method. The instruments included questionnaire surveys, Interaction Observation Checklist, and Homepage Record.　　　The subjects were elementary students in an elementary school in Zhu-Chi, Chia-Yi. The results were analyzed by t-test, ANOVA, ANCOVA, and Pearson correlation.　The major findings were as follows:　1) There was a significant difference in academic achievement between students of different background resources.　2) At the end of the semester sixty-six percent of the students preferred the multi-session teaching method. Among them, more than 70% were of middle or low ability students.　3) At the end of the semester, the students in the multi-session teaching method class had a higher self-evaluation score on computer skills than the students in the one-session teaching method class.　4) There was no significant difference in learning achievement, performance in homepage production and self-evaluation on computer knowledge and attitude between students of different teaching methods.　5) The students in the multi-session teaching method class were more positive than those in the one-session teaching method class in terms of feeling toward computer class, work load, and anticipation to the class. They also felt that they had better concentration in computer class than in their normal class.　6) The students in the one-session teaching method class felt they had more practice time than the multi-session teaching method class. They also felt they were quieter in the computer class than in the normal class.　7) There was more classroom interaction in the multi-session teaching method class than in the one-session teaching method class.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

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