本研究旨在探討在運用互動式電子白板輔助教學,分析出其穩健式教學設計之組合。研究方法以田口實驗教學為主,以學習成效確認最佳穩健式教學模式。同時為確保學習成效,輔以實施延宕學習測驗。最後經由後設認知量表,以了解學童對其教學方法之影響。 本研究以研究者所任教學校之國小三年級25位學童為主,以國小三年級自然與生活科技課程,配合IWB輔助教學,共計實施12週共36節之實驗教學,其研究結果如下: 一、實驗教學發現,IWB最佳教學組合因子包括:手寫筆(板)使用、互動活動、遮罩與聚光燈、網路連結、影音效果、電子書、內容稍難的七個因子可以增進學生的學習成效。 二、穩健式教學設計之教學因子組合對學童的學習成效顯著優於其他各組。 三、穩健式教學設計之學習成效與延宕學習成效兩者間並無顯著差異。 四、學生在整個IWB融入教學中,呈現中高度後設認知能力。
This purpose of study was to design the robust teaching of interactive whiteboard(IWB). The Taguchi method was used in the experiment instruction in order to determent the combination of the most appropriate instructional factors. The study participants were 25 third-graders. The IWB was used to teach the third-grade science and life technology. There were 36 IWB class periods within 12 weeks. The conclusions were drawed as follows: 1. The robust teaching factors for interactive whiteboard were found including handwrite boards, interactive activities, masks and spotlights, internet access, audios and videos, electronic books and slightly difficult content. 2. There is a significant learning performance of the robust group students better than other group students. 3. There is a consistent learning performance of the robust group students from test and delay test. 4. There is a higher recognition of metacognition to students.