本研究旨在探討混成式教學對於高職教師對綜合高中二年級學生教授英文句型翻譯的學習成效與學習態度之影響。研究採準實驗研究之設計,設有接受傳統式教學的對照組,與接受混成式教學的實驗組兩個班級,共同進行九週實驗教學活動,學習九個不同的課本句型。兩組別在實驗教學前,分別先進行對於英文句型翻譯之學習態度問卷填答;而教學活動完畢後,兩組再次實施學習態度問卷填答、加上學習滿意度問卷填答,與實驗過程所學習之九題翻譯習題前、後測,同時研究者收集學生之書寫歷程記錄與訪談大綱。所收集之量化資料,以共變數分析、單一樣本t檢定和相依樣本t檢定進行分析。研究結果得到:1. 在學生學習成效方面,混成式教學應用於高職英文句型翻譯,對學生的學習成就無顯著影響;2. 接受混成式教學與傳統式教學高職英文句型翻譯的兩個組別,在學習態度上面呈現顯著差異;3. 在學習滿意度方面,混成式教學組的整體學習滿意度優於傳統式教學組。
This study aims to investigate the influence of learning effects and learning attitudes that the vocational school teacher has on the students while teaching English sentence translation. This study adopts a design of quasi-experimental research, including a comparative group of students who accept traditional teaching and an experimental group of students who accept blended-learning. The teaching period of both groups lasts for nine weeks, and the all students learn nine sentence patterns. A questionnaire of learning attitudes is filled out before the experiment; questionnaires of learning attitudes and learning satisfaction are filled out, and some learning records and interview contents analysis are collected after the experiment. The quantitative data is analyzed by ANCOVA, one-sample t-test, and paired t-test. The results are: 1. No significant effects are found in students’ learning effects in the blended-teaching group. 2. The students in the blended-teaching group have better learning satisfaction than the traditional-teaching group. 3. A significant difference in learning attitudes is found among the students between the two groups.