本研究旨在探討運用多媒體圖像記憶法進行成語教學,與運用傳統文字講述教學法進行成語教學,在學生的學習動機及學習成就上是否有顯著差異。本研究以同一班學生進行實驗,以重複測量法對學生先後進行傳統文字講述教學法及多媒體圖像記憶法,根據兩種教學方式各自前測-後測之進步分數進行比較,採用成對樣本t檢定進行分析,研究獲得的結論有以下幾點: 一、運用多媒體圖像記憶法於成語教學,對學生的學習動機有顯著提升 二、運用多媒體圖像記憶法於成語教學,對學生的學習成就有顯著提升 三、運用多媒體圖像記憶法於成語教學,對高程度學生及低程度學生的學習成就皆有顯著提升
The purpose of this study was to explore and compare effects of didactic instruction method and multi-media pictorial mnemonics instruction method on learning motivation and achievement in a junior high chinese idioms class.Participants were 25 junior high school students in a same class.In this study,we compare progress grade of chinese idioms class between didactic instruction method and multi-media pictorial Mnemonics instruction method,and the findings are : 1.Using multi-media pictorial Mnemonics instruction method has influence on students’ Chinese Idioms learning motivation. 2. Using multi-media pictorial Mnemonics instruction method has influence on students’ Chinese Idioms learning achievement. 3. Using multi-media pictorial Mnemonics instruction method has influence on both low level and high leven students’ Chinese Idioms learning achievement.