不同認知風格適用之高職國文教材教法探討

A Study of The Effect of Students’ Cognitive Styles on Vocational High School Chinese Subject Teaching Method

謝兒慧(Er-Huei Shie)

指導教授 ： 陳俊瑋

嶺東科技大學/設計學院/創意產品設計系碩士班/碩士(2018年)

摘要

本文探討不同認知風格之工業高職學生之國文能力表現差異以及不同性質之國文教材對不同認知風格工業高職學生國文能力表現之影響。本研究以永靖高工高一機械科及高一電機科共150人為施測對象，採用Riding的CSA軟體進行認知風格量測，所得資料以SPSS統計分析軟體，以驗證研究假設。本研究以動畫、繪製心智圖、說故事、戲劇式講課等四種教學方法設計四種教案，然後進行實施整體與分析。本研究之結果與發現簡述如下：一、整體型認知風格的學生偏好文字講授式(故事、戲劇式講課教材教法)的授課方式。二、分析型認知風格的學生偏好圖片式(動畫、繪製心智圖教材教法)的授課方式。三、文字型認知風格的學生偏好文字講授式(故事、戲劇式講課教材教法)的授課方式。四、圖像型認知風格的學生偏好圖片式(動畫、繪製心智圖教材教法)的授課方式。由此可知，認知風格不同高職學生適用的國文教材教法有所不同。據此，本研究建議，高職國文授課老師應因材施教，依據學生認知模式差異，選用不同國文教材或教法，以便讓學生發揮最大學習成效。

關鍵字

國文教學教法 ； 動畫 ； 繪製心智圖 ； 說故事 ； 演劇式講課

並列摘要

The purpose of this paper is to explore the differences in the cultural performance of industrial high vocational students with different cognitive styles and the influence of different natures of Chinese textbooks on the performance of Chinese students in different cognitive styles. In this study, a total of 150 people from the classes of the first grade of the Mechanical and the Electrical Engineering of Yong Jing High-tech High School were used for the measurement. The cognitive style measurement was performed using Riding's CSA software. The data were analyzed by SPSS statistical analysis to verify the research assumption. In this study, four kinds of teaching plans are designed with four teaching methods: animation, drawing mental maps, storytelling, and drama lectures, and then the whole implementation and analysis. The findings of this study are briefly described as follows: 1.The wholistic cognitive style students prefer text teaching methods (storytelling and dramatic lectures teaching materials); 2. The analytic cognitive style students prefer the picture teaching method (animation and drawing mental map teaching materials); 3. The verval cognitive style students prefer the teaching method of the text teaching style((storytelling and dramatic lectures teaching materials); 4. The imagery cognitive style students prefer the picture teaching method (animation and drawing mental map teaching materials). It can be seen that the teaching methods of Chinese textbooks for different vocational students with different cognitive styles are different. Based on this, this study suggests that teachers of higher vocational Chinese teaching should teach students in accordance with their aptitude, and choose different Chinese textbooks or teaching methods according to the differences in students' cognitive models, so that students can maximize their learning outcomes.

並列關鍵字

Chinese Teaching Method ； Animation ； Drawing Mental Maps ； Storytelling ； Drama Lectures

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