平板電腦融入教室互動系統於國小高年級學童學習之成效探討:以綜合科為例

A Study of Integrating tablet PCs with the Interactive Classroom System into the Elementary School Classroom : Using the subject of Integrative Activities as an example

陳姸均(Yen-Chun Chen)

指導教授 ： 楊叔卿

國立清華大學/其它/學習科學研究所/碩士(2015年)

摘要

現今升學主義的教育環境，綜合活動學習領域容易被淪為被忽略的課程。教學上經常遭遇的教學困境如：(1)學生對教材的省思不足；(2)無法長時間維持學習動機；(3)評量的方式不容易等等。為改善綜合活動學習領域的教學困境，本研究期望透過NovoClassroom教室互動系統結合平板電腦融入在綜合活動，建置一套數位學習環境，以NICE (NovoClassroom Integration Cooperation Environment)教學情境，引導學習者透過閱讀活動、投票活動、問答活動來激發學習者討論、思考環境議題，並對環境議題有更深入省思、內化的能力。
本研究以台灣北部一所國小六年級兩個班級的師生為研究對象，含一名綜合科教師及58名學童，採實驗組和對照組的方式，學生以不同學習成就分組進行合作學習，配合課程與數位科技以「從你綠起來」活動單元為主要之教材內容設計並進行相關研究。本研究透過量化與質化研究，對學習過程進行研究分析。其研究結果顯示在NICE教學情境下：(1)有助於75%學習者提升環境知識的學習成效；(2)筆記功能、推播功能提升83%學習者閱讀興趣和76%學習者問答意願，且有效提升85%學習者學習興趣；(3)透過問答活動，推播功能讓學習者的答案能分享給全班，教師會把在答題良好的小組答案推播在課堂上，對學習者而言，更能激發他們對問答活動的思考能力，並對教材提出更深入、具體的見解。
本研究透過NICE教學情境設計結合系統功能應用於綜合活動領域上，從教材設計、環境建置和學習影響層面亦歸納出「REFLECT教室學習互動模式」，其中因素包含R：保留學習歷程記錄；E：激發學習者思考；F：回饋的功能；L：學習共享；E：數位學習環境的建置；C：小組合作學習及T：學習行為的改變。最後，本研究將針對綜合活動學習領域教學設計以及教室互動系統功能設計給予相關建議，以供後續相關研究之參考。

關鍵字

綜合活動學習領域 ； 教室互動系統 ； 平板電腦 ； 數位學習

並列摘要

Nowadays in the exam-oriented environment, the subject of Integrative Activities easily becomes neglected courses in Taiwan. The current teaching difficulties in the subject of integrative activities’ are as follows (1) students lack of reflections on textbooks, (2) unable to maintain learning motivation for a long time, (3) the way of assessment is not easy.
To improve the teaching and learning difficulties of the subject in integrative activities, the purpose of this research was to integrate tablet PCs with the NovoClassroom Interactive Classroom System to build a digital learning environment, entitled NICE learning situation (NovoClassroom integrated Cooperative Environment), to facilitate learners’ discussion and thinking of environment issues through quiz, voting as well as reading activities and guide learners to have deeper reflections and the capabilities of internalization from the environment knowledge.
According to the differences of the students’ learning achievements, students were divided into experimental group and control group. Through quantitative and qualitative methods the data were collected and analyzed. Results of this study reveal that: (1) 75% of learners have advantage in learning achievements of environment knowledge; (2) “Notes Function” and “Push Function “in “Interactive Classroom System” could enhance 83% learners’ reading interests; 76% learners’ questioning and answering, and 85% learners’ learning interests; (3) In the Q&A activity, “Push Function” offers the learners to share their answers with each other. The good answer will be pushed in class, which promotes the learners’ thinking abilities and makes them bring up more opinions.
This study applied “NICE” to integrate activities and 7 elements of “REFLECT” are identified from using the environment and learning effects. The seven elements are R: Reservation of learning record, E: Encouragement of learning thinking, F: Feedback, L: Learning Jointly, E: E-learning environment implementation, C: Collaboration of small groups, T: Transformation of learning behaviors. Finally, some suggestions are given for future studies on instructional design in the integrated activities and functional design in interactive classroom system.

並列關鍵字

Integrated activities ； Interactive Classroom System ； Tablet PC ； E-learning

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