臺灣博碩士論文加值系統

在國小自然科電路教學過程中，大部份以老師、教材為中心，老師教學多偏向講解方式教學，僅教導學習者實驗操作方式和實驗結果未提供學習者主動學習思考，又以記憶實驗方法和自然現象自行詮釋電路概念。因此，學習者只學習到片面的知識，較少教導應用學習到的知識去做問題解決。
如何培養學習者主動學習思考和問題解決能力，老師必須給予學習者適當的思考和適時的回饋。而鷹架理論在學習的過程中，可以提供學習者正確的思考和解決問題的方向，簡化問題降低學習者的學習挫折。除此之外，遊戲式學習逐漸被教學者採用，能引發學生的學習動機與興趣，提升學習者的學習成效。
本研究主要針對國小自然科學電路學習單元開發教學學習系統，目標是將問題導向學習導入鷹架和遊戲學習特性，引發學生的學習動機、針對學習者所學習的內容知識做問題解決設計，學習者可藉由鷹架輔助進行學習，幫助解決問題，增加學生的學習興趣，降低學生在學習上的挫折，最終讓每位學生能達成學習目標。本研究設計以問題導向學習(problem-based learning, PBL)為基礎針對國小自然科電路及鷹架導引的遊戲式(互動式)題目和操作model，根據不同互動題型，設計開發相對應題目。並檢測使用本互動學習系統後之學習成效。

In elementary school natural science electric circuit teaching process, the majority is centered on the teacher and teaching material, the teacher teaching multi-deviation explanation way teaching, only taught that the learner tests the operating mode and experimental result has not provided the learner initiative study ponder, annotates the electric circuit concept by the memory experimental technique and natural phenomenon voluntarily. How to train the learner initiative study ponder and problem solve ability, the teacher must give the learner to ponder and at the right moment back coupling suitably. But the instructional scaffolding in process of study, can provide the learner to ponder and solve the issue correctly the direction, the study setback that the simplified issue reduces the learner. In addition, the game study by the teaching use, can initiate the academic motivation and interest of student gradually , to promote the study result of learner. This research mainly aims at the elementary school natural sciences electric circuit study unit teaching design homepage learning system, the goal is inducts the scaffolding and game in the problem-based learning studies the characteristics, initiates the academic motivation of student, make the problem solve in view of the content knowledge that the learner learns, the learner may study because of the scaffolding auxiliary , helping to solve the problem, increases the learning interest of student, reduces student's setback in study, finally lets each student to achieve the study goal. This research before the circuit unit teaching carries on measures tests, end of course after carrying on measured that the goal is to collect the empirical datum carries on the analysis, and learner game learning process record in the study file of learner, the observation analysis uses the course that the situation of scaffolding and answered, making the student achieve the study goal.

摘要 I
Abstract II
目錄 III
表目次 V
圖目次 VI
第一章、緒論 1
1.1研究背景與動機 1
1.2研究目的與問題 3
1.3名詞解釋 4
1.3.1嚴肅遊戲（Serious game） 4
1.3.2鷹架（Scaffolding） 4
1.3.3 概念圖（Concept mapping） 4
1.3.4 問題導向學習( Problem-Based Learning ) 4
1.3.5學習成效（Learning Effectiveness） 5
1.4研究範圍與限制 5
第二章、文獻探討 6
2.1問題導向學習 6
2.1.1問題導向學習的定義 6
2.1.2問題導向學習的特性 6
2.1.3問題導向學習理論 7
2.1.4問題導向學習在教學上的應用 7
2.2鷹架理論 8
2.2.1鷹架的定義 8
2.2.2鷹架的特性 9
2.2.3鷹架的學習理論 9
2.2.4鷹架在教學上的應用 10
2.3概念圖 11
2.3.1概念圖的定義 11
2.3.2概念圖的特性 11
2.3.3概念圖理論 12
2.3.4概念圖在教學上的應用 13
第三章、學習理論模型 15
第四章、系統設計與實作 19
4.1系統架構圖 19
4.2題目選單頁面 22
4.3電學概念圖設計 23
4.4遊戲介面 25
第五章、實驗設計及分析 35
5.1實驗設計 35
5.1.1 實驗目的 35
5.1.2 實驗對象 35
5.1.3 實驗工具 35
5.1.3.1 前後測試卷 35
5.1.4 實驗流程 36
5.2實驗結果 38
第六章、結論與未來發展 39
參考文獻 40
附錄 47
A. 學習成效前測試卷 47
B. 學習成效前測試卷 53

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