網路輔助教學、學習風格對學習成就影響之研究—以國中社會領域為例—

A Study of the Web-Aided Instruction and Learning Styles Affects Learners’ Learning Achievement— An Example for Social Field of Secondary School —

蘇俊吉(Chun-Jyi Su)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2007年)

https://doi.org/10.6840/cycu200700041

摘要

摘　　　　　要

本研究目的旨在探討網路輔助教學及學習風格對學習成就之影響。並根據研究的結果提出具體建議，以供教育行政單位、實施網路輔助教學之教師及未來研究者之參考。為了達成研究目的，本研究採用準實驗研究法，以國中二年級兩班學生為研究對象，一班為實驗組，進行網路輔助教學；一班則為控制組，進行傳統教學。整個實驗為期七週，共計14節課。二組學生於教學進行前，均需接受「學習風格量表」的測量，實驗結束後，再對兩組學生實施「學習成就測驗」評量，並對實驗組學生進行個別晤談。然後以獨立樣本 t 檢定、單因子變異數分析、及 Scheffe 事後檢定進行資料的分析討論，最後獲致以下之結論：

一、網路輔助教學組的學習成就表現優於傳統教學組，且提昇了學習興趣並擴展學習視野。
二、學習風格不同的學生在學習成就上的表現不同。
三、網路輔助教學之下，學習風格為同化者的學習表現顯著優於調適者。
四、傳統教學之下，學習風格為收斂者與同化者之學習表現皆顯著高於調適者。
五、網路輔助教學增進師生情誼，並促使學生自我建構知識、學習如何學習，提昇了學習效果。

關鍵字：網路輔助教學,學習風格,學習成就,社會領域

關鍵字

學習成就 ； 社會領域 ； 學習風格 ； 網路輔助教學

並列摘要

Abstract

The purpose of this study was to explore the effects of web-aided instruction and the learning styles of eighth-grade students on their Civic Education achievement. Based on the findings of this study, suggestions for administrators, teachers, and future research were discussed. For the fulfillment of this research, the study employed the quasi-experiment research. Two eighth-grade classes of a public junior high school in Tao Yuan Country were assigned to either the experimental or the control groups. After the Kolb’s Learning Style Inventory was administered on the two groups, the web-aided instruction was implemented in the experimental group, while the control group was taught in the traditional way. After 7 weeks of instruction, both groups took the Civic Education Achievement Test. An open-ended interview for qualitative study was applied to study the learning outcomes in the experimental group. After the experiment was implemented, the data was collected by the method of average, standard division, Independent-Samples t test and One-way ANOVA.
The major findings of the study were as follows.

1.The experimental group outperformed the control group in the Civic Education Achievement Test. The web-aided instruction facilitated the experimental group’s performance in Civic Education Achievement , enhanced the participants’ learning interest and widened their learning horizons.
2.Students of different learning styles had various achievements in learning.
3.Assimilator in the web-aided instruction group, gained significantly higher learning achievement than Accommodator.
4.Converger and Assimilator in the control group who was taught in the traditional way, gained significantly higher learning achievement than accommodator.
5.The web-aided Instruction not only improved the teacher-student interaction, but helped the students construct knowledge themselves and enhanced the learning effects.

Key word：web-Aided instruction,learning styles,learning achievement,social field

並列關鍵字

social field ； learning achievement ； web-Aided instruction ； learning styles

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