互動式電子白板融入國小高年級視覺藝術課程之教學研究

An Experimental Study on Integrating Interactive Electronic Whiteboard into Elementary Visual Arts Curriculum in Taiwan

吳維慈(Wei-Tzu Wu)

指導教授 ： 趙惠玲

國立臺灣師範大學/藝術學院/美術學系/碩士(2011年)

摘要

本研究旨在探討互動式電子白板融入視覺藝術教學之實驗教學的教學模式與融入策略、學習態度以及學習成效。本研究採「準實驗設計」 （Quasi-Experimental Design）研究法中的「不等組前後測設計」，以臺北市某國小之兩班六年級學生共60人為實驗對象，隨機選擇一班為實驗組，另一班為對照組。實驗教學過程配合該校課程規劃以變形素描為主要範疇，以自編教材進行完整單元的實驗教學。實驗組和對照組先接受「學習態度量表」前測與「藝術知能A考卷」前測，再進行實驗教學，其中實驗組學生接受應用互動式電子白板融入視覺藝術之實驗教學課程；對照組採用非互動式電子白板進行教學活動。實驗教學進行5週後，實驗組和對照組學生完成「變形素描作品」，再接受「學習態度量表」後測與「藝術知能B考卷」後測，並同時填寫「教學回饋單」。另外，還有實驗組學生之半結構式深入訪談，以瞭解實驗組學生，在使用互動式電子白板教學之後，對互動式電子白板此項教學輔具的接受程度與看法。更深入瞭解實驗組學生的想法及收穫，提供反省思考的機會，也提供未來改進之參考。經質量分析後，根據所得數據與質性資料，本研究獲至以下結論：
一、接受互動式電子白板教學的教學模式與融入策略。
二、接受互動式電子白板教學的實驗組學生學習態度表現顯著提升。
三、接受互動式電子白板教學的學生學習成效顯著提升。
四、接受互動式電子白板教學的學生學習反應給予正面肯定。

關鍵字

資訊科技融入教學 ； 數位學習輔具 ； 互動式電子白板 ； 視覺藝術課程 ； 學習態度 ； 學習成效

並列摘要

The objectives of this study are to explore the experimental teaching methodology, integration strategy, learning attitude, and learning effectiveness of integrating interactive electronic whiteboards into visual arts curriculum. This study used the “nonequivalent pretest-posttest control group design” within the “Quasi-Experimental Design” research method, where a total of 60 students from two sixth grade classes from a Taipei City elementary school were chosen subjects of this research; one class was randomly selected as the test group, and another class as the control group. The experimental teaching process followed the school’s curriculum plan and used deformed sketching as the primary category, where the teacher’s own teaching materials were used to complete the unit’s experimental teaching. Both the test group and the control group underwent “Learning Attitude Scale” and “Artistic Knowledge and Ability Test A” pretests, prior to undergoing experimental teaching. The test group students were given the experimental teaching curriculum of integrating interactive electronic whiteboard into the visual arts course, and the control group was taught without using the interactive electronic whiteboard. After 5 weeks of experimental teaching, students in both the test group and the control group completed their “deformed sketching artwork”, in addition to undergoing the “Learning Attitude Scale” and “Artistic Knowledge and Ability Test B” posttests, as well as filling out the “Learning Feedback Form”. Furthermore, semi-structured in-depth interviews were conducted with the test group students to further understand their level of acceptance and opinions regarding the interactive electronic whiteboard as a teaching aid, after having gone through the curriculum using an interactive electronic whiteboard. This provided for a more in-depth understanding of what the test group students thought and what they gained, which allowed for some reflective thinking, as well as ideas for future improvements. After conducting a qualitative analysis, based on the data gathered and the qualitative information, the following conclusions were reached for this study:
1. To discuss teaching methodology and the integration strategy for interactive teaching with an interactive electronic whiteboard.
2. There was significant improvement in the performance of the learning attitudes in the test group students who were taught using the interactive electronic whiteboard.
3. There was significant improvement in the learning effectiveness of the test group students who were taught using the interactive electronic whiteboard.
4. The learning feedback from the test group students who were taught using interactive electronic whiteboard was positive.

並列關鍵字

Integrating Information Technology into Instruction ； Digital Learning Device ； Interactive Electronic Whiteboard ； Visual Arts Curriculum ； Learning Attitude ； Learning Effectiveness

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