多媒體輔助導向教學及傳統教學對不同認知風格學生學習成效之分析 --以三年級「時間」課程單元為例

Investigating the learning achievement between multimedia-mediate instruction and traditional instruction -a study of time concept on third grade elementary

李容禎(Lung-Chen Lee)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理研究所/碩士(2010年)

摘要

本研究旨在探討「多媒體輔助教學」和「傳統教學」對不同認知風格之學習者，在學習「時間」單元課程中，對時刻及時間量變化運算之學習成效的研究，及學習者對多媒體輔助教具軟體的使用滿意度。研究對象為雲林縣某國小三年級57位學生，在研究之前，先以團體嵌圖測驗量表，將學生依Witkin所提出的場地獨立性認知風格作分類；並施以「前測」以了解學生在「時間」單元課程中的先備知識。在學習過程中，將不同認知風格的學生以班為單位，分成實驗組以及控制組。實驗組以本研究所設計之互動式時間教具軟體為學習工具，控制組則以傳統的教具鐘為學習工具。當學習活動結束，則施以「後測」來了解不同認知風格的學生對不同教學法的學習成效，並以問卷方式來了解其學習滿意度。研究結果顯示，利用多媒體輔助教學之學習成效顯著優於傳統教學；而利用多媒體輔助教學對於認知風格為依賴型之學習者，在學習成效上有顯著提升；實驗組絕大部分的學習者對於利用多媒體輔助教具進行教學有正面的看法。

關鍵字

多媒體輔助教學 ； 認知風格 ； 國小數學 ； 時間

並列摘要

The main purpose of this study was to explore the difference of multimedia teaching and traditional teaching for learners with different cognitive styles. This research was focused on the effectiveness of learning "Time" course and learners’ satisfaction toward using multimedia teaching authoring tool. The sample involved in the research was 57 students of the third grade in Yunlin County. Before the experiment, “Group Embedded Figure Test” was conducted to classify the students into groups based on field-dependent-independent theory proposed by Witkin, and pre-test was also conducted to understand the students’ prior knowledge with respect to "Time" modules. During the learning process, students with different cognitive styles were classified and treating “class” as a unit and divided into experimental group and control group. Experimental group treated the interactive software of “Time” as teaching-aided learning tool.In the same time,the control group used traditional clock as a learning tool. When learning activities was completed, post test was held to understand relationship between learning achievement and different teaching methods.And the questionnaire used to understand the learning satisfaction.The results showed that multimedia-aided teaching was significantly better than traditional teaching. There were significantly different of field-dependence learners at multimedia-aided teaching. Most students in experimental group thinked that multimedia teaching authoring tool was helpful.

並列關鍵字

multimedia assisted instruction ； cognitive styles ； elementary mathematics ； time

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