混成式教學策略對不同學習成就學生之學習成績與學習態度分析

後疫情時代的來臨，多元的教學策略交互運用也成為教學設計的重要方法。本研究以動手實作與數位影片輔助學習的混成式教學策略，對理化科不同學習成就之學生進行學習成效分析。研究採準實驗研究法，研究對象為南部某私立中學26位八年級學生，第一階段以動手實作教學策略引發學生學習興趣，再使用數位影片輔助學習，透過前測之結果進行分組，依序分為高、中、低三組進行混成式教學策略後，進行後測，以瞭解各組學習成績及學習態度分析。研究結果為：利用動手實作教學策略對不同學習成就學生之學習成績皆有顯著性差異，並以低分組學生提升幅度最大；利用動手實作與數位影片輔助學習的混成式教學策略對不同學習成就學生之學習成績皆有顯著性差異，並以低分組學生提升幅度最大；混成式教學策略對於低分組學生的學習成績有顯著的差異。本研究建議對中、低學習成就的學生可採混成式教學策略提升學生的學習成績，並且對於學習態度皆達滿意以上之回饋。

關鍵字

混成式教學；學習成就；學習成績；學習態度

並列摘要

With the advent of the post pandemic era, the interactive application of multiple teaching strategies has also become an important method of teaching design. This study uses a blended teaching strategy of hands-on and digital video assisted learning to analyze the learning effectiveness of students with different learning achievements in Physics and Chemistry. The research adopts a quasi-experimental research method. Subjects are 26 eighth grade students from a private middle school in south Taiwan. The first stage uses hands-on teaching strategies to arouse students' interest in learning, and then uses digital videos to assist their learning. After through the pre-test results are divided into three groups in the order: high, medium and low to carry out blended teaching strategies, the post-test is carried out to understand the analysis of the learning learning score and learning attitude of each group. The results of the research are as follows: the use of hands-on teaching strategies has significant differences in the learning learning score and learning attitude of students with different learning achievements, and the greatest improvement is for low-group students; the use of hands-on and digital video assisted learning blended teaching strategies have significant differences in the learning learning score and learning attitude of students with different learning achievements, and the greatest improvement is for students in low-group; the blended teaching strategy has a significant difference in the learning learning score and learning attitude of the low-group students. This research suggests that blended teaching strategies can be adopted to improve students' learning learning score and learning attitude for students that are in low and medium learning score and learning attitude.

並列關鍵字

Blended teaching ； Learning achievement ； Learning score ； Learning attitude

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