多媒體教材之教學模式對學習者認知負荷 與學習態度之影響-以國小高年級「自然與生活科技」為例

Impact of Multi-Media Teaching Approach on the Learner’s Cognitive Load and Learning Attitudes—Take Example of “Science and Technology” Class for High-Grade Students in Elementary School.

鍾采蓉(Cai-Rong Jhong)

指導教授 ： 許永洲

國立臺中科技大學/設計與語文學院/多媒體設計系碩士班/碩士(2012年)

https://doi.org/10.6826/NUTC.2012.00121

摘要

在各 級學 校 普及推 廣資 訊融 入 教學 及強調 適性 教學、培 養溝 通合
作、問題解決能力的教育環境下，除教材設計因素考量外，對學習者的認知負荷及學習者溝通合作、問題解決的能力亦須納入考量。因此，本研究旨在國小高年級自然與生活科技的課程中使用資訊融入教學，探討多媒體教材使用不同合作教學模式對學習者的影響。實驗組依據學生高、中、低三種先備認知結構進行異質分組之共同學 習法（LT），控制組學生使用學生小組成就區分法（STAD）之合作學習模式。兩組皆於教學前後實施前後測問卷，以量化分析探討學生使用多媒體教材
之不同合作教學模式對學習者認知負荷影響與學習態度的影響。

研究結果發現：（1）LT 教學法學習者認知負荷較 STAD 教學法低。（2）LT 教 學 法 各 先 備 知 識 學 生 認 知 負 荷 沒 有 顯 著 差 異 。（3）STAD教學法各先備知識學生認知負荷有顯著差異。（4）LT 教學法各先備知識學生之心智努力有顯著差異。（5）STAD 教學法之各先備知識學生心智努力沒有顯著差異。（6）LT 與 STAD 教學法對各先備知識學生的心智負荷無交互作用。（7）LT 教學法學習者之學習態度較 STAD 教學法低。（8）STAD 教學法之認知負荷與學習態度為負相關。

關鍵字

共同學習法 ； 學生小組成就區分法 ； 合作學習 ； 認知負荷 ； 學習態度

並列摘要

Under the educational environment that school promotes information integrated into teaching, emphasizes adaptive instruction, and develops student’s abilities of communication, cooperation, and problem solving,
in addition to the design of teaching materials, the learner’s cognitive load and abilities of communication, cooperation, and problem solving have to be taken into considerations. Therefor e, the purpose of this research is to investigate the impact of multimedia teaching materials in different cooperative teaching models on the learner by means of application of information integrated into teaching to Science and Technology Class in high-grade students in elementary school. There are two groups. Experimental Group proceeds heterogeneous grouping of Learning Together by high, middle, and low prior cognitive structures. Meanwhile, Control Group adopts cooperative learning model, Student’s
Team Achievement Division (STAD). Both groups carried out pre -post test before and after teaching for discussion of the impact of different cooperative teaching model using multimedia teaching materials on the learner’s cognitive load and learning attitudes.
The research findings show: (1) Cognitive load of the learner by LT teaching method is less than that by STAD teaching method. (2) Students with various prior knowledges by LT teaching method do not differ significantly in respect of cognitive load. (3) Students with various prior knowledges by STAD teaching method differ significantly in cognitive load. (4) Students with various prior knowledges by LT teaching method differ significantly in their mental efforts. (5). Students with various prior knowledges by STAD teaching method do not differ significantly in their mental efforts. (6) There is no interaction between LT/STAD teaching methods and mental efforts of students with various prior knowledges. (7) The learning attitudes of the learner in LT teaching method are worse than those in STAD. (8) Cognitive load and learning attitudes in STAD teaching method has negative correlation.

並列關鍵字

Student’s Team Achievement Division（STAD） ； Learning Together（LT） ； Cooperative Instruction ； Cognitive load ； Learning attitudes

參考文獻

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