摘要
本研究旨在探討不同的教學策略(問題導向策略、程序導向策略)及程式語言學習工具(機器人)融入教學活動，對高中學生學習程式語言的學習表現、學習動機及學習態度之影響，以提供高中電腦教師在程式語言教學之參考。希望透過教師的教學策略、不同學習工具(機器人)的使用，可促進學習者對程式語言的理解與應用、提高學習者學習程式語言的學習動機，並對程式語言學習有正向的學習態度。 本研究之對象為高中學習程式語言初學者，選取新北市某高中一年級八個班級的學生進行教學實驗。各班學生在校皆未修習程式設計相關之課程，也未使用過機器人等程式設計之工具。有效樣本為345人，年齡介於15到16歲之間。其中男生233人(67.5%)，女生115人(32.8%)。每位同學在進行教學實驗前均已修習過程式語言基礎課程，但尚未學習到「廻圈結構」單元。實驗為期四週，每週進行50分鐘之教學實驗，教師為研究者本人。學習成效是探討學習者之學習的表現情形，分為「整體表現」、「知識理解」與「知識應用」三個面向；學習態度主要探討學習者在實驗教學活動之後在「學習動機」、「學習滿意度」、「學習工具對學習幫助度」、「學習方式對學習幫助度」等面向。 研究結果發現：(1)問題導向的教學策略有助於學習者程式語言的知識理解表現；(2)使用機器人學習工具有助於學習者的學習表現；(3)問題導向教學策略與利用機器人學習工具對學習者的學習動機有正向的影響；(4)問題導向教學策略與利用機器人學習工具對學習者的學習迴圈結構的學習滿意度、學習工具幫助度、學習方式滿意度產生正向之學習態度表現。
並列摘要
The purpose of this study was to investigate the effects of instructional strategy and learning tool on senior high students’ learning computer programming performance and attitudes. Two types of instructional strategy, the problem-solving instructional strategy, and procedural-learning instructional strategy, and robot learning tool were employed in this study. The researcher expected that using different types of instructional strategy and integrating the robot learning tool into programming language course train the learners to learn more effectively, and promote their learning performance and attitudes toward learning. There were 345 senior high students participated in 5-weeks programming learning activities. Students were divided into four groups: the problem-solving-with-robot group, the problem-solving-without-robot group, the procedural-with-robot group and the procedural-without-robot group. The analysis of learners' learning performance included overall conceptions, understanding of programming concepts, and application of programming concepts. The analysis of learners' learning attitudes included learning motivation (control of learning, self efficiency, test anxiety), learning satisfaction, advantages of learning tools, and advantages of different learning ways. The results revealed that: (a) the learners in problem-solving instructional strategy performed significantly better in understanding of programming concepts; (b) learners using robot learning tool outperformed those without using robot learning tool in programming performance; (c) learners in problem-solving instructional strategy integrated with robot learning tool had more positive learning motivation attitude; (d) learners in problem-solving instructional strategy integrated with robot learning tool promoted learners’ attitudes toward learning satisfaction, advantages of learning tool, and advantages of different learning ways.
並列關鍵字
無資料參考文獻
陳明溥(2007)。程式語言課程之教學模式與學習工具對初學者學習成效與學習態度之影響。師大學報，52，1-21。
簡立仁、楊靜怡、楊宜庭(2008)。科技教育的新方向-於中等學校電腦科學課程內整合機器人學程。科學教育月刊，314，39-47。
曾義智(2007)。應用機器人於程式設計教學-實體機器人與模擬軟體使用成效比較。未出版碩士論文，國立台灣師範大學資訊教育研究所，台北市。
張春興(1996)。教育心理學─三化取向的理論與實踐。台北：東華書局。
劉洲(2005)。應用LEGO Mindstorms在高中程式設計教學的成效探討。未出版碩士論文，國立台灣師範大學資訊教育研究所，台北市。