網路多媒體輔助學習於高中化學學習成效之研究 摘要 本研究探討使用網路多媒體輔助學習對學生之學習成效的影響,並施以問卷調查瞭解學生及任課教師對於此學習活動之感受及態度。 本研究以高中化學鍵單元為主題,運用社會學習論設計「網路多媒體輔助學習」教學媒體,內容分為離子鍵、共價鍵及金屬鍵。各單元概念以動畫及影片輔助說明其定義,另有線上隨選測驗供學生測試其學習成果。 研究樣本為台中某私立學校兩個班級共97名高三學生,以準實驗研究法分為實驗組及對照組,以T考驗比較其學習成效並分析實驗組於後測作答之想法,研究發現: 一、在學習成果方面:後測成績經比較後發現實驗組與對照組具有顯著差異,也就是說,本研究之「網路多媒體輔助學習」工具確能提升學生之學習成效。 二、在網路學習活動方面:學生對於線上測驗最具興趣,也最有問題,因為此部分為使用免費軟體來設計而有些限制,只能使用純文字之測驗題型,而造成測驗題目重複率過高。 三、學生問卷結果:學生對於此學習方式給予正面態度,認為使用此教學工具能夠提高其學習動機及興趣,亦希望能夠有這樣的教學活動。 四、教師訪談結果:任課教師對於此教學活動給予正面評價,認為動畫可以將抽象的概念清楚的表現出來。但受限於時間的關係,學生學習可能不夠充分。 關鍵詞:網路多媒體、精熟學習、化學鍵
Application of a Web-based Multimedia Learning System to a Senior High School Chemistry Course Abstract This investigation studies the feasibility of applying a Web-based multimedia learning system to senior high school students learning chemistry, specifically its effect on learner achievement and attitudes. Questionnaires are also used to examine student and teacher opinions regarding this teaching activity. The system,which used Chemical Bonds as a topical subject, and employed social learning theory to design a related Web-based multimedia learning system, included ionic, covalent, and metallic bonds. Each of these bonds used animations and movies to define it properly. An on-line test also was administered to students to assess their learning achievements. A total of 97 eleventh-grade students, enrolled in a senior high school in Taichung, participated in this investigation and were divided into two classes, namely an experimental group and a control group. The post-test was used to assess academic achievement among students and analyze concepts of the experimental group. Analytical results indicated that: 1. In learning: From the post-test, the experimental group performed significantly better than the control group. Restated,the learning system successfully improved academic achievement. 2. In web-based activities: Students were more interested in the on-line test than in other on-line activities. However,the free software used to administer the test caused some problems in relation to graphics. 3. Student questionnaires: The students displayed positive attitudes toward the system. Notably, the students also saw the system as entertaining, colorful, and able to enhance their learning motivation. 4. Teacher interview: The teacher also had a positive attitudes towards the system. Specifically, the thought animations could convey abstract concepts clearly. However, the teacher felt that students lacked time to use the system. Key words: Web-based multimedia learning system、mastery learning、chemical bond
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