應用網路資源教學之研究（以生活科技為例）

吳金章 ； 陳中厚

《科技教育課程改革與發展學術研討會論文集》 2003期 (2003/06) Pp. 156-162

https://doi.org/10.29495/CITE.200306.0156

摘要

隨著科技的發展，不論在政治、經濟、文化或教育方面都產生大的衝擊，尤其在近十年來，資訊科技的突飛猛進，不僅改變了人類的生活方式，相同的，我們的學習也跟著改變了；國際管理大師彼得杜拉克說過：「在今天的經濟體系中，最重要的資源不再是勞工、資本或土地，而是知識。」簡言之，在高科技及數位化時代中，國家的經濟優勢取決於國民創造及靈活應用知識的能力，在經濟全球化的劇烈競爭下，知識的創造與運用必須更為普及化、多元化、科技化及國際化。
資訊科技融入學科教學的要義為：所有教師均應擁有基本的資訊運用能力與素養，然後教師藉著資訊科技的幫助，可以迅速地收集教學資源與資料，進行教學率備工作，其次，籍由資訊科技多媒體的展現，豐富教師的教學活動，讓教學活動更加生動活潑，讓學生更有興趣於課堂的學習活動；再者，教師可以運用資訊科技進行多樣化的教學評量活動，使學生可以在不同的時間、不同的空間進行學習與評量的活動。因此本研究以九年一貫自然與生活科技中之生活科技課程利用網路資源進行實驗性教學研究，比較其利用網路資源教學及傳統方式的教學法在認知、情意、技能上有無差異，
自九十學年度開始實施的九年一貫課程，將現有的課程統整為七大領域，電腦課程則將融入各學習領域中；未來教師宜充分運用電子化的媒體教學，在九十年五月教育公佈「中小學資訊教育總藍圖」中提到，各學科技教師應用資科技的教學活動茶間，至少要達各科教學總時數的百分之二十，讓學生體驗不同的學習方法。
新世代的社會是一個資訊科技普及化的時代，生活、工作、學習等均會與資訊科技應用發生密不可分的關係；由於電腦硬體的快速進步、視窗使用界面的普及、人性化操作界面、民間廠商投注於各式多媒體軟體的開發，以及網際網路的蓬勃發展，資訊網路在教學上的應用範圍應會更廣，應用價值性也會逐漸增強。
在研究後發現實驗組與控制組的學生在認知領域上並無顯著差異，但就情意方面確實能有效提高學生的學習動機，就技能方面學生較能主動尋求各種管道搜集資料，尋求解答、分析組職能力較控制組學生強。有鑑於此，如何將網路資源應用在教學上，藉此引發學生的學習動機，增進學習效果，並融合傳統教學方式之優點將是日後努力的方向。

並列摘要

With the development of Technology, it produces great impact on politics, economics, culture and education. In this decade, the rapid progress of information technology not only changes the way of human life but also the way of learning. The renowned management master Peter Durak said, ”In the economic system nowadays, the most important resource is not labor, capital, or land any more; it's knowledge.” In short, in the times of high technology and digitization, the superiority of national economics is up to the creativity of citizens, and their ability to make good use of knowledge. In the competition of economic globalization, the creation and application of knowledge must be more popularization, more diversification, more technology, and more internationalization.
The substance of application of Internet resources on teaching is: all teachers should possess the basic ability and literacy to apply information; then the teachers, with the help of information technology, can collect teaching resources quickly in order to prepare their teaching; second, by showing multimedia, teachers can enrich their teaching activities and make these activities more attractive, which makes students more Interested in learning; moreover, teachers can use information technology to carry out diversified evaluation, which makes students can participate in those activities in different time and places. Therefore, this research carries out an experimental teaching to show how the lessons of life technology in Nine Year Curriculum of Integration For Junior High School uses Internet resources, compared to the traditional teaching in all aspects.
Nine Year Curriculum of Integration For Junior High School, carried out from 90(superscript th) academic school year, has divided the curriculum nowadays into 7 fields. In this system, computer class should be adapted into each field's learning. The teachers in the future should fully apply the media teaching into the students' learning. In ”The General Blueprint of Elementary School and Junior High School for Information Learning,” proclaimed by Ministry of Education, it mentioned that the teachers of all fields should let the students experience different ways of learning by applying the activities of information learning in at least 20% time of their learning.
The society of new generation is a time full of information technology. Life, work, learning, etc., will closely related to the application of information technology. Because of the rapid progress of computer hardware, the popularity of using window interface, the production of humanistic interface the exploitation of all kinds of multimedia by the non-government factory owners, and the flourishing development of internet, the application of information internet should be more useful and more valuable on teaching than before.
After the research, the students of experimental group do not have apparent differences from those of control group in cognitive field. But in affective field, it proves that internet resources can effectively uplift the students' learning motive. In skill field, the students can be more active in collecting data and finding out the answers from all kinds of sources. It also confirms that the students of experimental group possess more ability to analyze and organize things than those of control group. From this viewpoint, teachers in the future should work hard on how to apply the internet resources to teaching which will arouse students' motive of learning and increase the effect of learning. At the same time they should consider the problem from now on: how to combine this new teaching with the advantages of traditional teaching.