臺灣博碩士論文加值系統

概念構圖被廣泛認為有助於幫助學生組織與建構知識；然而，亦有研究指出，繪製概念構圖對於部分學生是很困難的。因此，如何提出有效的策略，來提昇概念構圖對學生的學習成效，是一個值得探討的議題。在本研究中，提出結合同儕指導策略的電腦化概念構圖學習模式，並探討這個學習模式對社會科學習成效的影響。學習活動的實施期間為5週，實驗對象是臺南市某國小2個班級的學生，一班為實驗組(33人)，以同儕指導的電腦化概念構圖模式進行教學；另一班為控制組(32人)，以電腦化概念構圖教學。由實驗結果發現，實驗組學生經過同儕指導教學後，其社會領域學習成就測驗成績與概念圖得分顯著高於控制組學生；同時，結合同儕指導的電腦化概念構圖教學模式，對學生的學習態度及科技接受度有顯著的幫助。

Concept maps are well recognized as being an effect tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by some students in applying concept mapping. Therefore, how to provide an efficient strategy for enhancing students’ learning achievement using concept mapping is worth for further study. The purpose of this study is to explore the effects of the peer tutoring-oriented concept map approach on the students’ learning performance of a social science course. A five-week experiment has been conducted with two classes in Tainan City. The participants are divided into two groups. One is experimental group consists of thirty three students provided with, whereas the other one is control group consists of thirty two students provided with a computerized concept map learning model based on independent learning strategy. It is found that the learning achievements and the concept map scores of the students who learned with peer tutoring strategy are significantly higher than those of the students who learned with the conventional computerized concept map approach. In the meanwhile, it is found that the innovative approach is significant helpful for improving the students’ learning attitudes and technology acceptance levels.

摘要 i
Abstract ii
誌謝 iii
目錄 iv
表目錄 vi
圖目錄 vii
第一章　緒論 1
第一節　研究背景與動機 1
第二節　研究目的 3
第三節　待答問題 4
第四節　名詞解釋 4
第五節　研究範圍與限制 6
第二章　文獻探討 7
第一節　有意義的學習 7
第二節　概念構圖 14
第三節　同儕指導 24
第三章　研究設計與方法 34
第一節　研究架構 34
第二節　研究流程 34
第三節　研究對象與實驗流程 36
第四節　研究工具 39
第五節　資料分析與方法 44
第四章　研究結果與討論 47
第一節　社會領域與概念構圖學習成就分析 47
第二節　社會領域學習態度分析 51
第三節　電腦化概念構圖科技接受度與同儕指導態度分析 53
第五章　結論與建議 56
第一節　結論 62
第二節　建議 64
參考文獻 66
附錄一、 Cmap Tools電腦化概念構圖軟體建立學習活動(學生問卷) 74
附錄二、 同儕指導態度問卷 77
附錄三、 同儕指導心得回饋單 79
附錄四、 社會領域成就測驗題目 80
附錄五、 同儕指導訓練內容 83

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