應用網路資源於國中生活科技科教學之研究

Research About Applying Network Resources in the Subject of Technology in Junior High School

張建邦(Chang Chign Pang)

指導教授 ： 周談輝 教授 ； 彭台臨 教授

國立臺灣師範大學/科技學院/工業教育學系/碩士(1999年)

摘要

新世代的社會是一個資訊科技普及化的時代，生活、工作、學習等均會與資訊科技應用發生密不可分的關係，資訊網路是未來社會的重要資訊傳播工具，現有媒體所能傳輸的資料，包括：文字、圖片、聲音、影像等各種形式，只要是電腦上的資訊，都可藉由網路來傳遞。而全球資訊網的出現更豐富了教學媒體的風貌，擴大了媒體應用的多樣性與可行性。由於網路具有相當豐富的生活科技資源，且具有生活化、即時性、圖片影像、多媒體等特質，未來在國家政策及經濟支持下，網路應用於教學的層面應會愈來愈廣，在功能上也會愈有彈性及多樣化。新的教學科技必須要能配合新的教學方法，生活科技是一門強調活用、實用的學科，本研究欲運用活的網路資源實施生活科技教學，並針對網路資源應用於國中生活科技教學之可利用方式、可行性及學生學習成效等問題作一初步探討。
本研究擬先了解生活科技課程與網路合作學習的活動內涵，並探討應用網路資源於國中生活科技教學之學習理論與教學法，繼而以國民中學生活科技第三冊運輸系統、運輸與生活、及運輸科技的演進三單元教材內容為例，蒐集網路資源，並將網路資源在國中生活科技教學之應用方式分為教材蒐集方面及教學活動設計方面，並分別舉例說明其在國中生活科技教學的實施方式，之後，並設計及編製單元生活科技教材網頁，將網路資源充分應用在編製的網頁內容中，以作為實施生活科技網頁教學實驗之基礎。
在教學實驗方面，本研究以台中市立四育國中三年級學生共五班為實驗對象，採不等組前測、後測實驗研究法，進行教學實驗，結果如下：
1、在學生學習成效方面：前測結果顯示兩組無顯著差異，即兩組學生的基本能力並無差別。經由後測的共變數分析顯示，兩組學生於教學實驗後，不同的教學方式，即傳統講授式教學法與網頁教學法的學生在學後測驗則有顯著差異，由此可知，應用網頁教學確實能提高學生的學習成效，進而達到教學目標，尤其對於一些低成就學生而言，網路資源可建立學生多元吸收知識的管道，對於國中的生活科技教學來說，應用網路資源、網頁教學是一種新的教學方式，未來應該有更多發展及改善的空間。
2、在試題分析方面：主要比較實驗組與控制組學生在試題難度指數、鑑別力指數及選目分析三項的答題情形，作為檢討是否有無達到單元教學目標的依據。大致說來，兩組學生答題情況差異不大，實驗組學生在活用題目方面答題情況較好，顯示網路資源可能有助於學生更加了解課程內容。
至於學生對於應用網路資源於國中生活科技教學的看法大致持正面肯定的態度，他們認為網路應用於生活科技教學對於學習有所幫助，能增進學習生活科技的興趣，網路資源對學生而言，不僅具有新鮮感與吸引力，且方便搜尋，不僅可延伸學生吸取資訊的觸角，也可增加學生吸收知識的管道，此外，將網路資源融入生活科技教學，應可提高學生學習成效，促進教學效果，達到教學目標。

關鍵字

生活科技 ； 啟發式教學法 ； 設計教學法 ； 協同式教學法 ； 錨式情境教學法

並列摘要

The society of the new age is the age that computer technology is very popular. Computer technology application has a close relationship with our life, work, learning and so on. The internet is the important tool of information media in the society of the future. All information which is transferred by used media, including words, pictures, sounds, and videos, can be transferred by internet in case of being put on the computer. And the emergence of worldwide internet even enriches the teaching media, and enlarges the variety and possibility of media application. Because there are a lot of technology resources on internet, with the characteristic of being living, immediate, photographic and multi-media, under the support of the national policy and economy, the internet should be applied in teaching more widely and will be more elastic and various in function. New teaching technology must correspond to the new teaching methods. Technology is a subject which emphasized practice. This research will exert living internet resources into technology teaching, and make an initial study in the ways in which internet resources can be applied in technology teaching in junior high school as well as the possibility, and the learning achievements of students.
This research is planned to understand the contents of the activities between the technology curriculum and internet-corporative learning, as well as to discuss the learning theories and teaching methods about internet resources applied in technology teaching in junior high school. Furthermore, taking the unit of “Transportation System”, “Transportation and Life’, and “the Progress of Transportation Technology” in Book Three of the technology textbook for example, this research collects the internet resources, and divided the applied ways into two parts: the collection of teaching materials and the design of teaching activities, with
giving some examples of how to practice them in the teaching of technology in junior high school so as to make the homepages of technology teaching materials afterwards. In this way, internet resources can be fully applied in the contents of the made homepages as a basis on practicing the experiments of technology homepage teaching.
For the teaching experiments, the experimental objects are five classes of the third-grade students in Syn-Yuh Junior High School in Taichung City, and the methods of nonequivalent group pretest 一posttest experimental studies are used. The results are as follows:
1. About the learning progress if students：the results of former tests reveal that there is no obvious difference between the two groups, meaning that the basic abilities are the same between the students of the two groups. By the common-variable analysis of later tests, after the teaching experiments, different teaching ways一traditional speaking teaching and homepage teaching 一make students of two groups different obviously. Accordingly, homepage applied teaching does improve the learning achievements of students and carries out the teaching goals furthermore. Especially for some students of low achievements, internet resources can provide various access to get knowledge for them. As for the technology teaching in junior high school, applying the internet resources and homepages is a new way to teach and there should be more development and improvement in the future.
2. About the analysis of tests: The analysis mainly compares the experimental group with the controlled group in the answering results of the test difficulty index, the discrimination index and the choice analysis. On the whole, there is little difference in the answering results of the two groups. The students from the experimental group does better in thinking questions, and it shows that internet resources may help students understand the contents of curriculum better.
Most students affirm the advantages of applying internet resources technology teaching in junior high school. They think this teaching way is helpful for their learning, and is able to increase their interest in learning technology. For students, the internet resources are not only novel and attractive, but also convenient to look for information; they not only expands the ways students get information by, but also the methods students obtain knowledge by . Besides, applying the internet resources in technology teaching should be able to increase the learning achievements of students, improve the teaching effects, and reach the teaching goals.

並列關鍵字

technology ； Developmental method ； Project Method of Teaching ； Team Teaching ； Anchored Instruction

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