圖文步驟化與圖文同步呈現教學之成效-以高中二年級數學空間概念為例

近年來無論學校或補教產業對於多媒體合成教學概念意識漸漸發展成型，盡量讓學生在學習時跳脫以往的填鴨式教學，藉以訊息傳遞所分配文字及空間不同功能透過圖像堆疊施以及著色淡化的操作施以教學差異，進而提升教學成果。本研究之目的探討知識傳遞方式藉由教師在教材上設計及操控上的配合。本實驗採準實驗研究法，以「空間概念」之概念為教學內容，探討圖文同步與步驟化呈現以及圖文同步呈現之教學差異進行後測成績以獨立樣本t統計、二因子變異數分析、常態分佈曲線、皮爾森相關係數進行分析。研究結果顯示：(1)教學設計變相與高學習成就變相於後測成績各部分表現上達到顯著差異；(2)高學習成就變相與後測成績變相於高一數學科上學期成績達到高度相關；(3)教學設計變相對於不同學習成就變相在後測成績各部分表現上未達到顯著差異；和(4)高學習成就差異在常態分佈曲線有顯著提升。

關鍵字

教學設計

並列摘要

Recently, the conciouseness of teaching concept of whether schools or educational industry toward multimedia has come into being, allowing students to learn out of traditional cramming system as possible, by using messages to convey different functions of the assigned words and spaces, trying to make differences in teachings through the operation of image overlapping and color lightening with an eye to enhancing the effectiveness of teaching. The purpose of the research focuses on the way that teachers convey knowledge through the design and use of teaching materials. The study adopts the quasi-experimental design and uses ”spatial concept” as teaching contents, to explore synchrony of pictures and word as well as presentations by step to take on the teaching variations. Subsequently, shown are the statistics of independent sample t of grades, analysis of two variables, normal distribution curves, and Pearson correlation coefficient. The result shows that (1) Teaching design changes and high learning effectiveness changes bear striking differences in every parts of post tests；(2) High learning effectiveness changes and post test changes are highly correlated to the grades of math in the first semester of senior high；(3) Teaching design changes show but little difference, compared with changes in different learning achievements in every part of post-test grades；(4) High learning effectiveness changes increase evidently on normal distribution curves.