- 學位論文
運算思維概念應用至國文教學設計對偏鄉國中生國文學習成效之影響
Impacts of Computational Thinking Integrating into Teaching on Chinese Language Course for Junior High School Students' Learning Motivation and Achievement in Remote Areas
摘要
本研究的目的在於探討運算思維概念應用至國文教學對偏鄉國中生學習動機與學習成效之影響，採用運算思維概念設計國中國文教學課程，實驗組以運算思維概念應用至國文課程來進行教學實驗，對照組則採傳統講述教學法。本研究採準實驗設計，以桃園市某偏鄉國中兩班35位八年級學生為研究對象，兩班學生程度相當，以《愛蓮說》一文為教學文本。研究工具為「國語文興趣量表」、「國文學習成就測驗」、「教學回饋問卷」以及「學習延伸教材」，於教學前後進行施測。資料分析以「單因子共變數分析」及「成對樣本t檢定」來比較實驗前後之差異，並以「教學回饋問卷」及「學習延伸教材」做質性資料的描述分析，藉此瞭解實驗組對於教學實驗的感受。 本研究的結論如下： 一、兩種不同的教學方式在學習動機上有顯著差異，且實驗組得分高於對照組。 二、在學習動機上，運算思維應用至國文教學設計中對偏鄉國中生有顯著提升。 三、兩種不同的教學方式在偏鄉國中生學習成效上，實驗組和對照組並無顯著差異。 四、偏鄉國中生接受運算思維概念應用至國文教學設計後在學習成效上有顯著差異。 五、偏鄉國中生對運算思維概念應用至國文教學設計持正向、肯定態度。 108課綱強調培養學生解決問題的能力，運算思維概念應用至教學設計中，可提供教師實施國文教學設計之參考。
並列摘要
The purpose of this study was to explore the impact of computational thinking integrating into teaching on Chinese language course for junior high school students' learning motivation and achievement in remote areas. The experimental group applied the concept of computational thinking into the Chinese course to conduct teaching experiments, whereas the control group using didactic instruction into the Chinese course. The study applied a quasi-experimental design, and the participants were 35 remote junior high school students with similar academic performance in Taoyuan City. This study took essay on “Appreciating Lotus” as the teaching material for the second grade of junior high school students. Research tools were Chinesn learning Motiation Scale, Chinese achievement tests, the questionnaire after teaching an the materials for extended learning, the students underwent the test before and after teaching. A paired-sample t test and one way ANOVA were used to analyze data and determine differences in learning motivation and achievement before and after the experiment. This study concludes as follows: 1.About Chinese learning motivation, two different teaching methods have significant differences, experimental group’s score is higher than the score of control group. 2.Computational thinking integrating into teaching on Chinese language course for remote junior high school students’s learning motivation has significantly improved. 3.There were no significant differences between two different teaching methods for Chinese learning achievement. 4.Computational thinking integrating into teaching on Chinese language course for remote junior high school students’ learning achievement has significantly differences. 5.Remote junior high school students support positive and affirmation attitudes toward the computational thinking integrating into teaching on Chinese language course. This study provides relevant suggestions for the practice and future research of computational thinking integrating into teaching on Chinese language course.
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