學生網路出題教學策略對國小學生生命教育學習成效之影響

The Effects of an Online Student-Generated Questions Strategy on Elementary Student Learning of Life Education

林宜篇(Yi-Pien Lin) ； 于富雲(Fu-Yun Yu)

《新竹教育大學教育學報》 28卷2期 (2011/12) Pp. 29-56

https://doi.org/10.7044/NHCUEA.201112.0031

摘要

本研究主要探討網路學生出題策略對國小生命教育學習成效之影響，採不等組前後測準實驗設計研究法，以臺南市一國小四年級兩班（共54位）學生為研究對象，使用網路出題系統進行學習。經實驗教學七週每週二節綜合活動，進行生命教育繪本教學以及學生出題或網路學習單填寫活動。資料以單因子多變項共變數分析、單因子共變數分析、單一樣本t考驗進行統計分析，結果發現：一、網路學生出題組與網路傳統學習單組在自我概念無顯著差異。二、網路學生出題組與網路傳統學習單組在學科態度無顯著差異。三、網路學生出題組學生在學習經驗各分量表（學習滿意度、學力提昇及學習焦慮）得分達顯著差異。文末根據研究發現提出未來教學與研究建議。

關鍵字

生命教育 ； 自我概念 ； 學生出題 ； 繪本教學 ； 學科態度 ； 學習經驗

並列摘要

This study investigated the comparative effects of an online student-generated questions strategy and a traditional worksheet approach on elementary student learning of life education. A pretest and posttest quasi-experimental research method was adopted for this study. Fifty-four 4th-grade students from two intact classes from one elementary school in Tainan participated. An online learning system named QuARKS was used to support relevant learning activities for 7 consecutive weeks. Data were analyzed using multivariate analysis of covariance, analysis of covariance and one-sample t tests. The results from data analysis are as follows: 1. The experimental and control groups did not differ significantly on the self-concept scale. 2. The experimental and control groups did not differ significantly in their attitude toward life education. 3. The experimental group perceived the student-generated question activity significantly positively in terms of learning satisfaction, learning ability enhancement and learning anxiety.

並列關鍵字

life education ； self-concept ； student-generated questions strategy ； picture book ； attitude toward the learned subject ； learning experience

參考文獻

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