Moodle教學平臺在國中歷史學習成效之研究

The Study of Learning Efficiency on Junior-High History by Moodle E-Learning Platform

許朝勝(Chao-Sheng Hsu)

指導教授 ： 吳昌憲

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2009年)

https://doi.org/10.6827/NFU.2009.00052

摘要

由於網路技術與資訊科技日新月異，具有突破時空限制以及適性化學習等特色的數位學習儼然已成潮流趨勢而日漸蓬勃發展。再而審視當前國內中等教育環境，國中歷史科教學的重要瓶頸即在於授課時數之不足，致使倉促的教學活動不僅無法提升學習成效反而更降低了學生的學習興趣。因此若能建置一套國中歷史科網路學習機制當可彌補學校中課堂教學之不足。
本研究基於此，以實做的方式考量一個歷史老師身邊能蒐集到的教學資源以及學生學習上的需求，並配合學校教學進度規劃出一套實用的歷史科數位教材，並將其建置在以自由軟體如：Moodle為基礎的數位學習平臺上，以期利用網路多媒體以及平臺之高互動性，活化教師的課程教材、增加學生的學習機會，並進而提升學生的學習成就與學習興趣。
本教學實驗之研究對象係以研究者任教國中三年級有意願參加網路教學實驗之學生總計91人，並以段考及問卷檢定其學習成就與學習興趣之差異以及對網路教學課程之滿意情形。本研究結果有以下幾點：
1.參與網路教學的學生在學習成就上有進步的情形。
2.性別的差異對於參與網路學習活動在學習成效上的關聯並不顯著。
3.參與網路教學活動的學生普遍認同網路學習可以提昇學習對歷史科的學習興趣。
4.參與網路教學活動的學生亦對本教學實驗所設計的教材感到滿意，尤其是：與課文相關的補充－「課文補充」；依據課文內容與重點、補充自行製作的「課文解說（動畫）」以及將課文條列式整理成重點的「課文投影片」。

關鍵字

網路學習 ； Moodle ； 學習成效

並列摘要

With the maturity of internet technology, internet education, with its ability to break the traditional time and space limitations, is rapidly becoming a part of mainstream education. Prior to this, assessments done on junior high school history curriculums showed a bottleneck in the hours of teaching. Not only did this fail to increase students’ achievement in the subject, it also eroded their readiness to learn. It is hoped that a digital history teaching platform’s formulation can resolve this problem.
The research pushes for a feasible solution. We encourage history teachers to collect material and student needs, combine these factors with present digital syllabus and build a platform on freeware such as Moodle. This is so to better utilise the highly interactive learning environment in hope to make programs more lively, increase learning opportunity, and consequently boost students’ social learning achievements and readiness to learn.
The experimental syllabus introduced in the research takes sample from the author’s 91 students, with regular assessments conducted into readiness to learn, learning achievement, variation of attitude and satisfaction towards the online teaching program. This paper has some findings in this respect:
1.Participants of the experiment show signs of improving social learning achievement.
2.Gender difference is irrelevant among participants in terms of social learning achievement.
3.Participants generally agree that the experimental program stimulates interest in the subject of history.
4.Participants were satisfied with the program, especially the supplementary notes, animation that summarises the chapter, and the course’s Power Point Slides.

並列關鍵字

E-learning ； Moodle ； Learning Efficiency

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