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  • 學位論文

資訊科技融入國小六年級自然與生活科技領域之行動研究-以「簡單機械」多媒體網頁教學為例

An action research of Incorporating Information Technology into Science and Living-Technology curriculum for 6th graders- Take “The multimedia webpage instruction of The Simple Machines” as an Example

指導教授 : 陳姚真
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摘要


本研究旨在探討教師實施資訊科技融入自然與生活科技領域「簡單機械」多媒體網頁教學的課程規劃、融入程度、實施歷程、遭遇的問題及解決方式與對學生自然與生活科技領域學習成效及態度的影響。 本研究採用行動研究,教學對象為雲林縣後安國小六年級一班學生共24名,透過與合作夥伴討論、教學觀察、學生訪談、學生書面資料、省思札記及單組後測設計等方式蒐集相關資料進行資料的整理與分析。 研究結果發現: 一、尋求合作夥伴教師,應用ASSURE模式作為課程規劃思考的面向,找到資訊科技融入自然與生活科技領域的切入點,增加教學可行性。 二、運用資訊科技融入層級決定資訊科技融入教學實施方式,應用「Moodle」課程服務平台及多媒體特性、結合多元教學策略實施自然與生活科技領域課程。 三、透過不斷省思、對話與經驗累積,提升學校教師解決問題的能力,藉以提升資訊素養,增進資訊科技融入自然與生活科技領域教學的技巧。 四、不同性別、資訊科技能力水準學生在資訊科技融入自然與生活科技「簡單機械」多媒體網頁教學後的學習成效無顯著差異,但不同先備知識學生有顯著差異。 五、男生在「簡單機械成就測驗」平均分數高於女生,且男生前、後測進步幅度大於女生;高先備知識學生學習成效顯著優於低先備知識學生,且進步幅度大於低先備知識學生;高資訊科技能力水準學生在「簡單機械成就測驗」的平均分數高於低資訊科技能力水準學生,但低資訊科技能力水準學生前、後測進步幅度大於高資訊科技能力水準學生。 六、不同性別、先備知識、資訊科技能力水準學生在資訊科技融入自然與生活科技「簡單機械」多媒體網頁教學後的學習態度無顯著差異。 七、女生在「自然與生活科技學習態度量表」得分增長幅度大於男生;低先備知識學生在「自然與生活科技學習態度量表」得分增長幅度大於高先備知識學生;高資訊科技能力水準學生在「自然與生活科技學習態度量表」得分增長幅度大於低資訊科技能力水準學生。 最後,根據研究結論,對資訊科技融入自然與生活科技教學,從研究對象與範圍、資訊科技類型與教學策略、研究面向、研究內容等面向提出建議,供未來研究之參考。

並列摘要


The goal of this study is to explore the curriculum planning, level of integration, implementation process, encountered problems and solutions, and the impact of the learning outcomes and attitudes toward the science and technology curriculum pertaining to the implementation of an integration of information science into the “simple machines” multimedia webpage instruction of the science and technology curriculum. This study adopts an action research approach and the research objects are 24 students from 6th grade/Class 1 of Houan Elementary School in Yunlin County. The researcher collected relevant data through discussions with cooperating instructors, classroom observation, student interviews, written student information, reflective journals, and one-shot case study. The obtained data were organized and analyzed. Research results and findings: 1. Identification of cooperating instructors, application of the ASSURE model as a cognitive orientation for curriculum planning, and identification of an entry point for the integration of information technology into the science and technology curriculum to increase the feasibility of instruction. 2. Employment of IT integration levels to determine the implementation methods for the integration of IT into actual instruction, application of the Moodle-learning platform and multimedia features and adoption of multidimensional teaching strategies in the implementation of science and technology curricula 3. The problem-solving ability of schoolteachers is enhanced through constant reflection, dialog, and accumulation of experience, which in turn raises the information literacy and improves the skills required for the integration of information technology into the science and technology curriculum. 4. Gender and IT ability levels have no significant impact on learning outcomes after “simple machines” multimedia webpage instruction with integrated IT, while different students’ prior knowledge are significantly correlated with outcomes. 5. Male students tend to score higher on Simple Machines Achievement tests than female students and male students also exhibit greater progress between pre- and post-tests. The learning outcomes and progress of students with high prior knowledge are significantly superior to those with low prior knowledge. Students with high IT ability levels tend to score higher on Simple Machines Achievement tests than students with low IT ability levels. However, students with low IT ability levels exhibit greater progress between pre- and post-tests than students with high IT ability levels. 6. Gender, prior knowledge, and IT ability levels have no significant impact on learning attitudes after “simple machines” multimedia webpage instruction with integrated IT. 7. The scores of female students on the Science and Technology Learning Attitude Scale increase by a larger margin than those of male students. The scores of students with low prior knowledge on the Science and Technology Learning Attitude Scale increase by a larger margin than those of high prior knowledge. The scores of students with high IT ability levels on the Science and Technology Learning Attitude Scale increase by a larger margin than those of low IT ability levels. Finally, recommendations are offered for the integration of IT into science and technology instruction based on the research results and from the perspective of research objects and scope, IT types, teaching strategies, research orientation and contents as a reference for future research.

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被引用紀錄


林德政(2017)。資訊科技教學實施之行動研究- 以馬來西亞新民獨中高三理班為例〔碩士論文,國立清華大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0016-0401201815585053

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