以互動式練習方法建構國語科適性化數位學習活動─以文言文學習為例

本研究利用Marcomedia Captivate建構國語科適性化數位學習活動，以適性化的精熟學習方式，幫助學習者免除重覆學習的時間浪費。課程的呈現以國小高年級文言文教學為例，以六年級學生進行數位教學之實驗，以評估該教學方式對學生學習之成效。本次題目設定並無立即的答案可供對照，只能在階段性評量之後，完全答對經由編序的題目之後，方可通過該階段。若無法通過，學生必須前往補救教學後，再一次的進行評量以通過該階段。所以學生必須在再一次的學習中，自行發現自己觀念錯誤的地方，而非由系統直接告知。但為了讓學生不迷失在題目的錯誤中，而找不到應該學習的觀念，所以本研究之形成性評量將經過編序且將範圍縮小，以便學生在未通過時，可以不因花費太多的時間而失去學習興趣。所得結果如下：一、實驗組之學生答題正確性高於傳統課堂教學。二、編序和範圍縮小後的題庫，讓學生在學習時可以更有效率的精熟。三、對教師來說，可以更快更精準的了解學生程度。

關鍵字

適性化學習；精熟學習理論；數位學習

並列摘要

This research uses Macromedia Captivate to establish the Chinese adaptive digital learning. With the adaptation of proficient learning way, it helps the learner avoid the waste of repetitive learning. The curriculum present takes the example of the classical Chinese teaching by the higher grades, and does experiment of digital teaching by the sixth grade. The result of the teaching way on the students' learning is estimated. The subject did not provide an immediate answer, nessary to fully answer the topic, which can pass the stage. If failing in it, students should go into the remedying teaching and then test again to pass this stage.So,when students repeat the study, must find themselves the wrong place, And not directly by the system to tell them. To make the students find out what they should learn, the formative assessment of the research will be set in order and be narrowed, so that the students will not lose the interest of learning because of spending too much time after failing in it. The conclusions of this study are as follows: 1. the accuracy by the students of experimental group is higher than by the traditional teaching.2. The sequenced and specified preposition database enables students to master the learning materials more effectively. 3. The teachers can understand the level of the students more quickly and accurately.