電腦環境下控制被教者資訊對教學預期效應之影響研究

Investigation of controlling tutee’s information for teaching expectancy effect in a computer environment

黃婉婷(Wan-Ting Huang)

指導教授 ： 周志岳

元智大學/資訊學院/資訊工程學系/碩士(2008年)

https://doi.org/10.6838/YZU.2008.00170

摘要

教學預期乃是指學生在學習之前被告知在學習完教材之後將要教導他人，但實際上卻未真的進行教學的效應。相關研究發現教學預期可能會對學生產生正面的教學成效影響或是負面的焦慮影響，然而以往的研究結果並不一致。本研究將要探討教學預期對學習成效及焦慮方面的影響，特別是當學生被告知某些被教者資訊時的影響。本研究利用電腦的環境下，並且控制不同的被教者資訊，探討不同的被教者資訊對於教學預期的學習成效以及焦慮之影響。本研究進行的實驗結果顯示教學預期對於國小學生的學習成效並未有顯著的正面效果，至於焦慮在量表雖然沒有顯著的增加，但從開放性問卷的結果可以觀察到部分學生的焦慮增加。

關鍵字

教學預期 ； 被敎者資訊

並列摘要

Teaching expectancy means the effect when students are told to teach another student after learning but do not teach actually. The researches showed that teaching expectancy may have positive effect on learning performance and negative effect on anxiety; however, the results of researches were not consistent. This study aimed to investigate the effect of teaching expectancy on learning performance and anxiety, particularly, when students are told about some tutee’s information. This study used a computer environment to realize teaching expectancy and controlled different tutee’s information to explore the impact on learning performance and anxiety. The experiment results of this study revealed that teaching expectancy do not have significant positive effect on learning performance for primary school students. The result of anxiety scale revealed that no significant effect on anxiety, but some students expressed that their anxiety increased.

並列關鍵字

Teaching expectancy ； tutee’s information

參考文獻

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