本研究旨在探討數位學習與混合式學習對偏鄉國小學童英語字彙學習成效之影響,並探討是何種原因引起學生學習成效上的差異。研究對象為桃園縣復興鄉及新竹縣尖石鄉國小四至六年級學童,研究設計為數位學習及混合式學習兩種不同的教學模式,並透過自編的英語字彙測驗問卷及調查問卷進行資料收集。 研究結果如下: 1.混合式學習對偏鄉國小四至六年級學童英語字彙學習有部分影響。 2.混合式學習對偏鄉國小四至六年級學童長期英語字彙學習成效有部分影響。 3.學生的學習成效因學習態度、學習策略、學習系統改變而有所差異。 4.五、六年級學生的學期成績與學習態度、學習策略、學習系統有相關。 5.學習態度、學習行為、學習策略及學習系統對於學生學習成績具有預測效果。 最後,針對研究結果,提出了研究限制與未來建議。
This study aimed to explore e-learning and blended learning for rural elementary school students vocabulary learning effect, and to explore is what causes the differences in students’ learning. The subjects are Fushing Township, Taoyuan County and Jianshih Township, Shinchu Countya four to six-year elementary school students. The study design are two different teaching models: e-learning and blended learning, and the researcher designed the English vocabulary test and questionnaires for data collection. The results are as follows: 1. Blended learning for four to six partial Township Elementary students affects English vocabulary learning partly. 2. Blended learning for four to six partial Township Elementary students affects long-term English vocabulary learning partly. 3. There are differences in students' learning because of the changes of learning attitudes, learning strategies, and learning system. 4. Fifth and sixth grade students’ grades are related to learning attitudes, learning strategies,and learning system. 5. There are predictions on learning attitudes, learning behavior, learning strategies and learning systems for students’ grades . Finally, for the findings, the researcher proposed limitations and recommendations for the future.