自然科學學習平台之製作初探—以氧化還原單元為例

林子議(Zi-Yi Lin)

指導教授 ： 林如章

國立臺灣師範大學/理學院/化學系/碩士(2002年)

摘要

本研究所製作的學習平台，以國中課程關於「氧化與還原」概念為例，整合課前練習與複習的部分，提供學生在課餘時，有一套可以利用的學習資源，幫助學生學習與成長。並透過自製的問卷，從教師與學生對於所設計平台在『教案設計』、『課程內容』、『學習回饋』、『操作方式』與『整體設計』等方面的滿意度與意見，提供未來在學習平台的製作參考。研究的結果如下：
1.教案設計部分：在學習前，學生應該具備哪些基本知識，學習平台要 先加以評估，並對於缺乏的部分，提供學習的機會；然後配合學生的程度，提供不同的補救教學，讓學生進行個別化的學習。
2.課程內容部分：學習內容應該豐富且精緻，並提供多樣化的學習情境，引導學生進行學習，讓學生可以依據他們自己的需求，選擇他們想要的學習內容。
3.輔助學習部分：選擇或製作影音效果較佳的影片；利用學生所喜歡的漫畫人物或動物，作為引導學生進行學習的角色，動畫角色的交談，要有說話的聲音與適當的背景音樂，並讓學生能自由選擇動畫所呈現的速度。
4.操作介面部分：操作的說明要清楚，連結的選擇要更廣，畫面的呈現要美觀並凸顯及標示重點所在。
5.整體設計部分：學習平台必須與教師的教學互相配合，並製作相關的學習遊戲，提高與學生之間的互動性，促進學生想要主動參與學習。

關鍵字

科學教育 ； 學習平台 ； 氧化還原

並列摘要

The purpose of this study is to construct a learning platform, converging the preparation and review processes, to provide a helpful learning tool for the junior high school students. The chapters related to “oxidation and reduction” in the chemistry curriculum is taken as an example. The opinions of teachers and students towards what a learning platform should have are collected from the sides of “teaching plans”, “ curriculum contents” , “assistant learning media” , “operation interface” and “entry design”. The following shows what we have found:
1.on teaching plans: The leaching platforms have to analyze the background knowledge which the students should be equipped with before learning. Then the learning platforms had better to provide supplemental learning chances for the students if they are weak at these backgrounds. The learning platforms should provide different tuition to fit students’ needs and let students restudy individually.
2.on curriculum contents: Curriculum contents should be abundant and delicate, and provide all kinds of learning situation to lead students to learn. Students thus can choose proper contents to learn in accordance with their demand.
3.on assistant learning media: The video should have effective images and audio environment. Using comic personages or animals which students like most seems to be able to attract students’ concentration. The comic characters had better be able to talk and the video plays with background music. In addition, students can have opportunity to choose playback pace by themselves.
4.on operation interface: The operation instruction should be easy to understand and the display of frame must be delicate with key points emphasized.
5.on entry design: The learning platforms certainly should be complementary to teachers’ teaching activities. Learning games would be helpful in constructing a two-way communication between learning platforms and students that might stimulate the learning interest of students.

並列關鍵字

science learning ； learning platform ； oxidation-reduction