運用資訊科技融入合作學習於英語教學對國中生英語學習動機及成效之研究-以高雄市某國中八年級學生為例

Study of Using Information Technology into Cooperative Learning Approach in English Instruction on Junior High School Students’ English Learning Motivation and Outcomes– A Case Study of Eighth-Grade Students in Kaohsiung City

楊珊珊(Shan-Shan Yang)

指導教授 ： 吳傳春

義守大學/電機資訊學院/資訊管理學系/碩士(2016年)

摘要

近年來資訊科技融入教學因九年一貫課程的推動下，已被廣泛採用在國民中學的課程中。雖然大部分的學生對於資訊科技產品都抱持很高的興趣，也多有廣泛地使用科技產品，更對資訊科技應用在教學與課程中感到新奇有趣，但常因老師在教學上方法的使用，與學生在學習上態度的影響，造成學生在學習上成效可能並未能隨資訊科技的使用而有所提昇。因此除了運用資訊科技引起學生學習動機外，本研究更採用合作學習的教學模式。希望學生透過有計畫的教學與有目標的學習，而能在學習成就上亦有所進步。
本研究以高雄市某國中二年級學生為對象，利用資訊科技融入合作學習教學法，去教授八年級英語課程，並分析高中低分群不同組別的學生在運用資訊科技融入合作學習教學法下，其英語科學習動機與學習成就前後的差異。研究結果如下：(1)運用資訊科技融入合作學習教學法對學生整體的英語科學習動機有所提升，對高、中、低分群學生學習態度上亦達顯著差異。(2)採用資訊科技融入合作學習教學法對學生學習成效方面，整體學習成效有所提升，對高分群與中分群學生達顯著性差異，然而對低分群學生則未達顯著差異。(3)運用資訊科技融入合作學習教學可提昇教師教學專業能力。採用資訊科技融入合作學習教學法於英語教學中，對低分群組學生之學習成就上未達顯著差異，後續研究建議可將研究樣本規模再擴大並深入探討其可能原因，以便更加了解資訊科技融入合作教學的優缺點。

關鍵字

資訊融入英語教學 ； 合作學習 ； 學習動機 ； 學習成效

並列摘要

In recent years, technology has been integrated into education. Driven by the Grade 1-9 Curriculum Guidelines, modern technology has been widely used in the classes of every middle school. However, despite the high level of interest from most students about technology, the widespread usage of technology products, and the novelty of integrating technology with education and classes, the true learning effect with the use of modern technology may not be fully realized due to the ways that teachers utilize the technology and the attitude from students’ learnings. Therefore, in addition to using information technology to stimulate students’ motivation if learning, this research study uses a more interactive teaching model. It is with great anticipation that students will achieve tremendous progress through well-planned education model and goal-oriented approach of teaching and learning.
This research study focuses on students in a middle school located in Kaohsiung City that utilizes the method which incorporates the use of information technology into learning to teach the curriculum of Grade 8 English. At the same time, analyze the difference in learning motivation and learning result on groups of beginners, intermediates, advanced students before and after the usage of information technology with learning. The results are as follows: (1) the use of information technology with teaching does boost students' overall learning motivation toward learning English and improve the learning attitude on groups of beginners, intermediates, and advanced students. (2) the integration of information technology with education on students’ learning appears to have the most overcall effect on intermediates and advanced students. However, the overall effect for beginners is not so significant. (3) the use of information technology teaching does benefit the teachers by rising their professional competency. The method of incorporating information technology into teaching and learning English does not achieve significant result on beginners in learning English. Further research and study can expand the focus groups and attempt to locate the real reasons for this result for a better understanding of the advantages and disadvantages of incorporating information Technology with English education.

並列關鍵字

the incorporation of technology and English education ； cooperative learning ； learning motivation ； learning effect

參考文獻

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