摘要策略對網路化學習成效之研究

A Study on the Performance of Summary Strategy Embedded in the Web-based Environment

張雅萍(Ya-Ping Chang)

指導教授 ： 陳明溥

國立臺灣師範大學/教育學院/資訊教育學系/碩士(1999年)

摘要

本研究目的在探討網路化學習環境下，摘要策略對學習成效之影響。在教學實驗中，使用之摘要策略分為觀看摘要、寫作摘要、選擇摘要與不實施摘要等四組；認知型態則依團體藏圖測驗分為場地獨立與場地依賴二組。研究樣本為普通高中一年級161位學生。學習成效的資料分析以學前測驗為共變數進行二因子共變數分析。
研究結果發現：(1)在事實性問題的學習成效上，摘要策略對學習成效沒有顯著的影響；(2)在理解性問題的學習成效上，觀看摘要組與選擇摘要組顯著優於寫作摘要組，但控制組與觀看摘要組、選擇摘要組與寫作摘要組間則無明顯差異；(3)在認知型態方面，場地獨立組與場地依賴組在事實性與理解性問題的學習成效上沒有顯著差異；(4)摘要策略與認知型態間無交互作用；(5)摘要策略可以促進學習者之資訊處理成效；即觀看摘要組、寫作摘要組與選擇摘要組的資訊處理成效顯著優於控制組，但觀看摘要組、寫作摘要組與選擇摘要組三者間無顯著差異；(6)對摘要活動的接納程度、摘要策略對學習的幫助，以及對合作學習融入摘要活動的看法上，學習者均持正面的態度；對摘要策略的接納度上，觀看摘要組與寫作摘要組優於選擇摘要組，但觀看摘要組與寫作摘要組間則無明顯差異；在摘要策略對學習產生幫助的看法上，觀看摘要組高於選擇摘要組，但寫作摘要組與觀看摘要組，及寫作摘要組與選擇摘要組間無明顯差異；對合作學習融入摘要活動的看法上，觀看摘要組、寫作摘要組與選擇摘要組間無明顯差異。

關鍵字

網路化學習 ； 摘要策略 ； 認知型態 ； 資訊處理

並列摘要

The purpose of this study was to investigate the effects of summary strategy on senior high students’ learning performance and attitudes toward Web-based learning environment. Subjects were assigned to one of four experiment groups: the summary looking group, the summary writing group, the summary choosing group, or the control group. A learner’s cognitive style was classified by the Group Embedded Figures Test as: field independent or field dependent.
ANCOVAs were conducted to analyze the performance scores with pretest as the covariant. The results showed that there was significant difference among four groups in the comprehensive post-test, and the summary looking group and the summary choosing group scored significantly higher than the summary writing group. There was no significant difference between the field-independent group and the field-dependent group on the factual knowledge and comprehensive knowledge post-test. The interaction between summary method and cognitive style was not in the post-test significant in this study.
One way ANOVAs were conducted to analyze the information processing measurement. The results showed that there was significant difference among four groups in the information processing measurement. Though the summary looking group, summary writing group and the summary choosing group scored significantly higher than the control group, there was no significant difference among summary looking group, summary writing group and the summary choosing group. Subjects showed positive preferences toward learning using summary method.

並列關鍵字

Web-based learning ； summary strategy ； cognitive style ； information processing