不同學習型態之實習老師對線上教材設計的認知發展

The Development of Student-teachers’ Perceptions of Instructional Material Design between Different Learning Style Groups

劉星妤(Hsing-Yu Liu)

指導教授 ： 徐文正

中原大學/人文與教育學院/應用外語研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900005

摘要

學習型態相關研究發現，學習型態的影響層面眾多，諸如個性及行為，研究結論也建議將學習者與教學者配對以進行教學。科學的進步不僅影響了我們的生活，也影響了我們學習的模式，網路以及電腦科技進而促進了遠距教學的興起與實行，在這個領域裡，早先的相關研究多著重在電腦軟體、系統或者是學習成效方面，其他方面像是教材內容的品質等則被忽略，因此，本研究著重在線上教學教材的設計部分，主要的重點在於比較兩組不同學習型態之實習教師對於教學教材設計的認知、認知的改變、實習教師的成長等。本研究以一個遠距教學計畫作為一個個案研究，計畫中，遠距教學是透過一對一的教學方式來進行，總共有三十人參與此計畫，其中，十五名為實習教師，另外十五名為學生，根據所有參與者的學習型態，他們被分為兩組進行教學。本研究為一質性研究，採用開放性問題的問卷、實習教師的教學省思以及後續的訪談為研究方法，並做質性分析。研究結果顯示除了興趣以及動機之外，實習教師對於教學教材的設計考慮的要素主要為學習目標、學習型態、學生程度與教材內容等，計畫結束後，實習教師對於教學教材設計的認知與剛參與計畫時有所不同，本研究對於造成認知改變的可能因素加以探討，並比較與討論兩組實習教師對於教學教材認知的差異。

關鍵字

學習型態，線上教材設計，認知，遠距教學

並列摘要

Research into learning styles has found out that learning style has broad influence in many facets like personality and behavior, and matching students’ and teachers’ learning styles has been suggested. Technology has influenced our life and the pattern of learning, and Internet and computer science promote distance learning with the current. Previous research in this area focused more on the computer systems or the effects of learning, and other elements like the quality of material content have been neglected. This study thus focuses on the area of instructional materials design. The student-teachers’ perceptions of instructional materials design, the changes of perception, and their development between two learning style groups are the research foci. A one-year distance learning project is conducted in this research, and the distance learning is delivered via one-on-one tutorial instruction. 30 participants, 15 student-teachers and 15 students, are involved in the study, and they are divided into two groups according to their learning styles. This study is mainly qualitative in nature; questionnaires with open questions are given to student-teachers, and their reflections and follow-up interviews are conducted. The results show that aside from interests and motivation of the students, the student-teachers consider goals and objectives, learning styles, proficiency level and content the most while designing instructional materials. The student-teachers’ perceptions of instructional materials design alters in the end of the project. The possible factors that cause the changes are discussed, and the differences of the two groups are compared and discussed.

並列關鍵字

learning style ； on-line materials design ； perception ； distance learning

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