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研究生:王靜儀
研究生(外文):Wang,Ching-I
論文名稱:圖示複雜度與圖文呈現次序對八年級學生學習成效之研究-以「四行程引擎運作原理圖示為例」
論文名稱(外文):The Effects on the Illustration Complexity and the Order of Illustration and Text for the Eighth Grade Students –Taking “Four-stroke Cycle Engine Operating Principle Illustration”as an example
指導教授:連啟舜連啟舜引用關係
指導教授(外文):Lien,Chi-Shun
口試委員:陳延興陳姚真
口試委員(外文):Chen Yen-HsinChen,Yau-Jane
口試日期:2016-07-18
學位類別:碩士
校院名稱:國立中正大學
系所名稱:教育學碩士在職專班
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:112
中文關鍵詞:圖示學習圖示複雜度圖文次序
外文關鍵詞:Diagram instructionIllustration complexitythe order of illustration and text
相關次數:
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本研究旨在探討不同圖示複雜度與不同圖文呈現次序對於學生閱讀學習的效果,以國中課本中的「四行程引擎運作原理圖示」為閱讀教材。
本研究以118位八年級學生為研究對象,首先進行前測確認各組受試者在進行實驗之前在能源動力科技知識方面的能力相等。後將受試學生區分為簡單圖先圖後文組、簡單圖先文後圖組、複雜圖先圖後文組、複雜圖先文後圖組共四組,分別進行圖文理解測驗。並於二周後進行延宕測驗,以了解受試學生的學習保留效果。所得之研究資料分別以變異數分析進行考驗。
研究結論如下:
1.先呈現文字再呈現圖示對於學習連續動作機械原理的讀圖理解有較佳的效果
2.圖示的複雜度並不會影響學生學習連續動作機械原理的學習成效。
3.學習者的先備知識能力會影響圖文的理解。
最後,依據本研究發現,就教學及未來研究方向提出建議。

The purpose of this study was to explore the effects of the different illustration complexity and the different order of illustration and text for the eighth grade students. “Four-stroke cycle engine operating principle illustration”in junior high school textbook was adopted as reading material.
The subjects were 118 eighth grade students. First, the pre-test was conducted to confirm that each group of subjects has similar background knowledge of energy power. Second, the subjects were divided into four groups as“simple illustration & text later group”, “simple illustration & text first group”,“complex illustration & text later group”, and “complex illustration & text first group”,and had a post-test on the comprehension of text and illustration.The follow-up test was examined the next two weeks, and data were analyzed with ANOVA.
The results were as following:
1.The order in text first then illustration on learning principles of continuous mechanical showed better comprehensive effect.
2.Illustration complexity did not influence students’learning effect on learning principles of continuous mechanical.
3.Students’ background knowledge had an effect on the comprehension of text and illustration.
Suggestions were provided for teachers, schools for future research.

中文摘要 …………………………………………………………… i
西文摘要 …………………………………………………………… ii
目次 ………………………………………………………………… iv
表次 ………………………………………………………………… vii
圖次 ………………………………………………………………… ix

第一章 緒論
第一節 研究動機………………………………………………… 1
第二節 研究目的 ………………………………………………… 4
第三節 研究問題 ………………………………………………… 4
第四節 名詞釋義 ………………………………………………… 4
第二章 文獻探討
第一節 圖與文的訊息處理 ……………………………………… 7
第二節 認知負荷與相關研究 …………………………………… 13
第三節 圖示複雜度與圖文呈現次序 ………………………… 17
第四節 圖示與科學學習 ………………………………………… 25
第五節 研究假設 ………………………………………………… 34
第三章 研究方法
第一節 研究架構與設計 ………………………………………… 35
第二節 研究對象 ………………………………………………… 38
第三節 研究工具 ………………………………………………… 39
第四節 實施程序 ………………………………………………… 47
第四章 研究結果與討論
第一節 能源動力科技先備知識探討(前測)…………… 49
第二節 圖示複雜度與圖文順序對學習成效實驗(後測)
結果探討 ………………………………………………… 50
第三節 研究討論 ………………………………………………… 56
第五章 結論與建議
第一節 研究結論 ………………………………………………… 61
第二節 研究建議 ……………………………………………… 64
第三節 研究限制 ………………………………………………… 66
參考文獻
中文部分 ……………………………………………………………………… 67
外文部分 ………………………………………………………………… 70
附錄
附錄一 前測 ………………………………………………………… 75
附錄二 前測難度與鑑別度分析 ………………………… 79
附錄三 後測(A卷) ………………………………………… 80
附錄四 後測(B卷) ………………………………………… 85
附錄五 後測(C卷) ………………………………………… 90
附錄六 後測(D卷) ………………………………………… 95
附錄七 專家問卷審查名單 ……………………………… 100
附錄八 前測-專家審查問卷 …………………………… 101
附錄九 後測-專家審查問卷 …………………………… 107
附錄十 實驗卷別分配表 ………………………………… 112

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