運用超媒體輔助資源於國小書法鑑賞課程教學成效之研究

因見九年一貫課程改革，於國小書法課程的授課時數明顯不足，造成學生學習書法成效不彰的窘境；加上許多傳統書法鑑賞教學者不認為數位輔助資源是教學利器，故而鄙視或棄置不用的現況。有鑑於上述種種原因，本研究將建立一套讓「學生想學、老師愛用」且方便有效的書法鑑賞模式。建立的內容以學習書法鑑賞為要，建立的方式以運用超媒體網站作為書法鑑賞課程的輔助資源為主。為此精選整合19個優良的超媒體網站資源，合計75個選項別，配合書法歷史、創作與應用3大知識類別，分類編輯授課教材，用以提升書法鑑賞教與學的成效。最後以本研究建立的專家評選題庫做測驗，以為驗證成效的客觀依據。本研究採用準實驗設計及問卷調查法，選擇桃園市某國小3年級共82位學生參加，實驗組與對照組各41人，進行6週12節的教學活動，並實施前測、後測及學生學習滿意度問卷調查。實驗結果顯示：前測對照組為38分，實驗組為36分；後測有十分明顯的差異，分別為47分和60分；學生學習滿意度調查為4.2/5。用獨立樣本及成對樣本T檢定檢驗顯示，運用超媒體輔助資源於國小書法鑑賞課程教學成效非常顯著。

關鍵字

超媒體；書法鑑賞；超媒體輔助資源

並列摘要

After the Grade 1-9 Curriculum Reform in Taiwan, Chinese calligraphy course credits have significantly diminished, resulting in a worrying trend for primary school students to disregard calligraphy as a worthwhile pursuit, as well as a decline in qualified calligraphy teachers. Thus, it is imperative to establish an effective teaching method for facilitating primary school students to enjoy, appreciate, and finally, attempt calligraphy by themselves. This study adopted hypermedia resources as instructional materials, conducted a quasi-experiment and satisfaction survey for appraising teaching effectiveness. We select four classes of third-grade elementary school students in Taoyuan City with a total of 82 as research participants. Two classes are assigned as the control group by utilizing traditional teaching method, while the other two classes are reinforced with hypermedia resources. Pre-test and post-test evaluations are conducted before and after the experiment. A satisfaction survey is as well as carried out after twelve periods in six weeks. The results indicated that while the control group has a pre-test score of 38 and the experimental group has 36 out of 100, but the post-tests have a much larger difference, at 47 and 60, respectively. Compared with the satisfaction survey at 4.2/5, the variation in post-test scores revealed that the use of hypermedia resources in teaching results in significant improvement over traditional methods.