- 期刊
多媒體教學與學生學習風格對教育目標達成度之影響：以國中烘培教學為例
The Impact of Multimedia Teaching and Learning Styles on Achievement of Educational Objectives: A Case Study of Baking Teaching in the Eighth Graders
摘要
本研究旨在探討國二學生在烘焙課程中運用多媒體教學，並分析不同學習風格對教育目標達成度的影響。本研究的調查對象為彰化市國中二年級學生。本研究之問卷改編自「國中烘焙課程多媒體教學滿意度量表」與「教育目標達成度量表」及「Kolb 學習風格量表」，問卷有效樣本數為305 人，有效回收率為97.44%。本論文以問卷調查為研究工具，問卷回收後以MANOVA 進行研究假說檢定，研究結果發現：(1)多媒體教學會正向影響學生在認知、情意、技能三個教育目標的達成；(2)調適型學習風格在認知、情意、技能構面的表現均高於擴散型、聚斂型與同化型學習風格；(3)多媒體教學與學習風格的交互作用對於認知、情意、技能三個教育目標的達成度，並無顯著影響。文末，根據研究結果進行討論與建議。
並列摘要
The purpose of this study was to explore the impact of multimedia teaching methods in baking course of the eighth grade; in particular the focus was upon on different learning styles and educational objectives of those students' learning. The eighth graders were chosen in one of the Changhua Junior High Schools to conduct this study. The questionnaire of this study was adapted from ＂Multimedia Teaching Satisfaction Scale of Baking Courses, ＂Educational Goal Scale＂, and Kolb Learning Style Scale＂. Empirical data were collected from 305 students through questionnaires and response rate was 97.44%. The MANOVA was used to test the hypotheses. Our findings indicate that (1) The Multimedia Teaching is positively associated with the student's learning in cognitive, affective and skill domain; (2) Students' learning style of ＂Adjustment Type＂ in ＂cognitive, affective and psychomotor＂ all had better performance than the learning styles of ＂Diffusion Type, Polymer Type, and Assimilation Type＂; (3) The interaction between ＂Multimedia Teaching＂ and ＂Learning Styles＂ has not yet reached significance, in terms of cognitive, affective and psychomotor domain. Finally, this paper presents suggestions based on the study results.