本研究旨在建構生活科技網路輔助教學模式,探討網路輔助教學相關理論,依此設計教學活動與網站,並實施教學實驗以驗證學習成效與瞭解學生反應,作為日後生活科技教學與未來研究之參考。為了達成研究目的,採用文獻分析與準實驗研究法,先探討相關文獻以建構生活科技網路輔助教學模式,再發展教學活動與建置教學網站,經教學實驗後,利用平均數、標準差、共變數分析等方法進行資料分析,最後得到以下結論: 一、生活科技網路輔助教學模式係以問題解決教學策略為核心,依據外在教學活動與應用適當的教學方法,並融合網路的特性與功能,以建構本研究之教學模式。 二、生活科技網路輔助教學活動的發展,應依照生活科技網路輔助教學模式流程與科技教學活動設計原則來進行。 三、生活科技網路輔助教學網站的建置,應以適合課堂運用的網路功能做為設計的重點。 四、使用生活科技網路輔助教學策略與生活科技問題解決教學策略,進行教學後,在學生的學習成效方面無差異。 五、生活科技網路輔助教學策略適用於所有學生學習。 六、實驗組學生對生活科技網路輔助教學模式有正向的學習反應。
The main purpose of this study was to construct the model of living technology web-assisted instruction and explore the theory of web-assisted instruction, for designing the instructional activities and webs, verifying the learning results and the reactions of students, to be applied for the teaching of living technology and future research. For the fulfillment of this research, the study employed the literature review and the quasi-experiment research. First,explored the related literature to construct living technology web-assisted instruction model. And developed instructional activities and webs,then. After the experiment was implemented, the data was collected by the method of average, standard division and ANCOVA.The final results of this study were as follows: 1.Living technology web-assisted instruction is focused on the instructional strategy of problem solving. According to the extrinsic instructional activities and applied proper teaching methods to combined with the characteristics and function of web to construct the instructional model of this study. 2.The development of living technology web-assisted instructional activities should be accordance with the principles of living technology web-assisted instruction process and the design of living technology web-assisted instruction. 3.The establishment of living technology web-assisted instruction web should be based on the function of web which was suitable for the application of classroom. 4.The efficiency of learning difference is not obvious in living technology web-assisted instructional strategy. 5.Living technology web-assisted instructional strategy is suitable for all students. 6.The experiment group has positive reaction in learning from living technology web-assisted instruction.