雲端教學服務平台導入國中英語合作學習對學生學習態度與學習成就之研究

The Study of Influence on English Learning Attitude and Achievement of Utilizing IGCS into Cooperative Learning to English Learning on Junior High School Students

吳淑蘭(Shu-Lan Wu)

指導教授 ： 楊心怡

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2013年)

https://doi.org/10.6841/NTUT.2013.00608

摘要

雲端教學服務平台為一教學媒體與工具的整合平台，可協助教師在有效的時間內，經由雲端教學服務平台不同功能的組合與設計，將英語課程內容生動的呈現，並可結合不同的教學策略進行教學，以符合不同特質學生之學習需求，進而提高學生學習成效。本研究旨在探討雲端教學服務平台導入國中英語合作學習對學生的學習是否有所助益。主要目的有二：一、探討雲端教學服務平台導入國中英語合作學習對學生學習態度的影響。二、探討雲端教學服務平台導入國中英語合作學習對學生學習成就的影響。
本研究以準實驗研究法進行，以新北市某國中七年級兩個班共55學生為實驗對象，一班為實驗組，另一班為對照組。實驗組以雲端教學服務平台導入合作學習法進行教學設計，對照組以合作學習教學法進行，共進行為期八週的教學實驗，以瞭解兩組學生在英語領域學習成就與學習態度上是否有差異。研究結果顯示，一、接受雲端教學服務平台導入英語合作學習法教學後之學生與接受合作學習法教學後之學生，其學習成就未達顯著差異。二、接受雲端教學服務平台導入英語合作學習法教學後之學生與接受合作學習法教學後之學生，其學習態度未達顯著差異。

關鍵字

未來教室 ； 雲端教學服務系統 ； 合作學習

並列摘要

Innovative Green Cloud- based education software Services system (IGCS) is an integration platform for instructional media and tools. Through the combination of different functions and design in IGCS, the content can be presented vividly. At the same time, the teachers can combine IGCS with different kinds of teaching strategies for teaching to be geared to the children's needs and abilities, and then improve the students’ learning effectiveness.
The research method was a quasi-experimental design. Fifty-five Seventh graders were selected from one junior high school to participate eight weeks long IGCS instructional experiment. One of the two classes was assigned as the experimental group, which utilizes IGCS into cooperative learning to English instructional design, and the other as the comparison group, which used cooperative learning to teach English. The purpose of this study was aimed to examine the effectiveness of utilizing IGCS into cooperative learning on junior high students’ English learning achievement and learning attitudes. The empirical data showed: (1) There was no significant difference in English learning achievement between the students of experiment group who were accepted IGCS into English cooperative learning and the students of control group who were accepted English cooperative learning. (2) There was no significant difference in English learning attitudes between the students the students of experiment group who were accepted IGCS into English cooperative learning and the students of control group who were accepted English cooperative learning.

並列關鍵字

Future Classroom ； IGCS ； Cooperative Learning

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