教學策略影響學習成效之實證研究

The Study on the Combination of Teaching Strategy for Examining Learning Performance

陳玉婷(Yuh-Tyng Chen)

《臺南科大學報（人文管理）》 29期 (2010/10) Pp. 191-211

https://doi.org/10.6970/JTUTHSM.201010.0191

摘要

科技也許不是一切，但教師們常思索一個問題：我們是不是一直在使用過去的教學方法來教導現在的學生，卻要他們去適應未來的社會呢？科技是否一定助長學習成效，關鍵即是在於老師的教學策略與資訊科技的應用。本研究採用混合式數位教學的方式，藉由網路教學平台導入多媒體交互表徵教材，並以台灣南部某科技大學兩班學生共80 人爲研究對象，進行實驗教學與學習成效的評估，藉以探討不同教學策略與教材對受試者在學習動機與成效上的差異情形。研究發現，經由混合式數位教學策略與多媒體交互表徵教材的訓練，能提升學習者之學習動機與成效，且有助於增進學習內容的理解與記憶，對於學習的保留效果也較爲理想。

關鍵字

混合式數位教學 ； 多媒體交互表徵教材 ； 學習動機 ； 學習成效 ； 學習保留

並列摘要

Technology may not be everything. However, teachers need to consider this: are we using traditional teaching methods to teach today's students while asking them to adapt to future societies? Whether or not technology contributes to students’ learning outcomes depends on teachers’ teaching strategies and their application of information technology. This study adopted a blended learning teaching approach. The teaching materials were designed using the multimedia reciprocal representation instructional strategy and were uploaded to an online teaching platform. A total of 80 students from two classes in a southern Taiwan technology university were selected as the subjects of this study. Using experimental teaching and evaluating student learning outcomes, we investigated different motivations for learning and different the learning outcomes. This study shows that blending learning and training with multimedia reciprocal representation materials can enhance student learning motivations and outcomes, and helps increase the understanding and retention of the learning content.

並列關鍵字

Blended E-learning ； Multimedia Reciprocal Representation Instructional Material ； Learning Motivation ； Learning Performance ； Learning Retention