基於自學式教學策略設計數位邏輯數位教材之初探

高工技職學生素質不一，學習成效也大爲不同，尤以高職學年學分制實施後，重補修發生許多問題與困難，本研究因應網路普及，學生上網容易，處處教室，隨時上課，運用自學教學策略，設計高工電子資訊科必修科目數位邏輯自學數位教材，並建置網站，設置數位教材，設有有師生互動討論區，祈使程度較好的學生，能自動上網提前預習；程度不佳者，可學後重複學習，尤其用在重補修上，更能達到教學成效。本教材之產出，係以任教此科目資深教師立意抽樣訪談，形成章節，由章節討論得到關鍵性教學單元，再以數位化形式編寫腳本，將不同特性的文字、照片、聲音、影片等素材展現，以增加教材的活潑性；同時加入自學式學習心理學理之呈現方式，誘發學生自學意願，強化其信心與能力。最後於學習網站，透過問答回饋，強化學生印象，另記錄學習狀況，以評量學習成效。本研究自學式方式設計教材，除可供設計教材參考外，也可供重補修實施方式參考。

關鍵字

自學式教學；數位教材；數位邏輯課程

並列摘要

The qualities of technology college & vocational high school students are not quite the same, so the learning effects are always different. From the system of yearly credit takes into effect, many problems and difficulties of make-up happen. This research is to response the popular of internet and students are easy to internet access, they can take classes anywhere and anytime, make use of the tactic of teaching by themselves. We design electronic information digital logical course and set up website, put up e-Learning Courseware and discuss between teachers and students through interaction. We hope some students whose degrees are better can preview automatic, some whose degrees are worse can review again and again, especially some students whose degrees are under 60 can reach teaching effects. To produce this courseware, we interview some senior teachers and form this chapter. From this chapter discussion, we can obtain crucial teaching, write a script and show different characteristic words、pictures、sounds and films. Due to different e-Learning model and interaction model, we can add more active teaching. At the same time, we add self-study psychology and showing method to induce the learning will of learners, strengthen their confidences and abilities. In the long run, on the website, through question-and-answer responses to intensify the impression of learners and record learning situation to evaluate learning effects. This research can provide reference resources to design teaching materials by fitting self-Study strategy into e-Learning courseware.