概念圖教學對高職學校電子專業科目補救教學成效及認知領域學習效果之研究

A Study of Concept Mapping Teaching into Remedial Instruction in Electronics Professional Subjects and Cognitive Domain Learning Effect at Vocational School

鄭博文(Po-Wen Cheng) ； 石文傑(Wen-Jye Shyr) ； 謝秉泓(Ping-Hung Hsieh)

《工程、技術與科技教育學術研討會》 第八屆 (2019/05) Pp. 203-214

https://doi.org/10.6571/SCETE.201905.0015

摘要

本研究目的在探討概念圖教學策略對高職學生專業科目補救教學及認知領域的學習效果。本研究採準實驗研究法，研究對象為高職三年級學生共34名，依隨機原則分為概念圖教學組與傳統教學組。經過8週的實驗教學之後進行統計分析，研究結果發現：（一）學生接受概念圖教學策略補救教學在學習效果有明顯的提昇。（二）概念圖教學策略補救教學與學生學習效果具有高度關聯強度關係。（三）對於高職學生而言，補救教學專業課程學後保留方面，概念圖教學策略顯著優於傳統教學方式。（四）學生接受概念圖教學策略補救教學在認知領域之分析與創造層面學習保留效果不如預期；在記憶、了解、應用與評鑑層面則學習保留效果良好。

關鍵字

專業科目 ； 補救教學 ； 概念圖

並列摘要

The purpose of this study concept mapping teaching strategy into remedial instruction in electronics professional subjects, and the cognitive domain of learning effect, Quasi-experimental design, study 34 third-grade student at vocational high school, according to group randomly assigned into the concept mapping of teaching and traditional teaching groups. After eight weeks, the experimental teaching and statistical analysis, the results showed that: (1) concept maps of students receiving remedial teaching strategies teaching in a significantly improved learning effect (2) concept mapping teaching strategy remedial teaching and student learning outcomes associated with high intensity relations. (3) Teaching in remedial courses retained, the concept mapping teaching strategy is superior to traditional teaching methods. (4) Students to receive remedial instruction concept mapping teaching strategy analysis in the field of cognitive domain of learning analyze and create of the case as not expected; in remember, understand, apply and evaluate levels of learning retention have a good effect.

並列關鍵字

Professional subjects ； Remedial instruction ； Concept mapping