應用多媒體教材導入台灣史教學之研究-以高雄市某國中七年級學生為例

現今多媒體教材導入教學已廣泛使用在國民中學裡，學生對於此種教學也有很高的興趣，多媒體應用於歷史科教學，主要是以視覺的展現來輔助學習，運用影音圖像不但有助於激發學生的學習動機，並且能導引學生將注意力集中到重要的訊息上，甚至還能營造歷史情境，讓學習內容更加具體的呈現，也幫助學生更容易得到學習成效。本論文主要就是在探討多媒體教材導入國中歷史科學習成效之研究，利用傳統教學法與多媒體教材導入教學法，分別教授國中歷史課程第一冊之台灣史內容，於課程結束後發放學習成效評量與問卷，依據評量與問卷之結果，進一步分析學生學習成效與學習態度的差異。研究結果如下:(1)使用多媒體教學的實驗組學生，學習成效達顯著差異，其評量成績明顯優於一般傳統教學法的控制組學生。(2)再將學生細分為高分群與低分群加以分析，可發現高分群的影響較不顯著，未達顯著差異，但是低分群學生的影響卻非常顯著。(3)多媒體導入教學後對學生的學習態度有顯著的幫助，不管是高分群或低分群學生，學習態度都有顯著差異。

關鍵字

多媒體；學習成效；學習態度

並列摘要

Multimedia instruction has been widely adopted in junior high schools in recent years. The students naturally show their great interest in multimedia instruction. Multimedia instruction for history courses may utilize visual expression of the text, audio and video content to not only elicit the students’ motivation but to guide the students to focus on the key points from the text. Furthermore, it can create a historical virtual reality to help the students experience the situation, learn the lessons vividly and achieve the goal efficiently. In this thesis, the learning achievement of history courses by adopting multimedia instruction for seventh graders in a junior high school was investigated. Two models of teaching were employed on teaching Taiwanese history with the volume one of History textbook from junior high schools. One is the traditional oral instruction and the other is multimedia instruction. After the instruction, the student’s learning achievement and attitude were evaluated by conducting tests and collecting statistics with a questionnaire. The results of this study include: (1) For the test group, the students, who had been taught with the multimedia instruction, can make more significant progress from learning than the students of the control group, who had been taught with the traditional instruction. The test scores of the students in experimental group are also much better than the students of the control group. (2) Thereafter, both of the test and control groups were further divided into subgroups. One is the students with higher achievement on the score and the other is the students with lower achievement on the scores. From statistics, there is no obvious discrepancy on the learning outcomes for the subgroups of higher achievement in two models, but it is effective for the sub-group with lower achievement. (3) Multimedia instruction can significantly improve the students’ learning attitude for both of the subgroups.