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研究生:鄭靜瑜
論文名稱:資訊科技融入引導發現式教學對國小五年級不同能力學生學習成就與學習保留之研究-以『槓桿』單元為例
指導教授:沈中偉沈中偉引用關係
學位類別:碩士
校院名稱:國立屏東師範學院
系所名稱:教育科技研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
中文關鍵詞:資訊科技融入教學引導發現教學學習成就學習保留
相關次數:
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本研究的目的深入探討國小五年級不同能力的學生在接受不同教學後,學習保留與學習成就之影響,並且提供國小學生做個別化的學習。
本研究使用準實驗研究不相等控制組設計,自變項教為教學策略及能力,依變項為學習保留與學習成就,樣本為南部某附屬小學五年級學生共80人,兩班為實驗組接受引導發現教學,另外兩班為控制組接受一般傳統教學,依據自然科學成就將學生分為高能力組與低能力組,所有的受試者都接受前測、實驗處理與後測。
研究工具為電腦輔助教學光碟與自編的成就測驗。將所得資料以統計SPSS-PC+進行卡方考驗及二因子變異數分析,針對研究假設進行考驗。
研究結果得到下列發現:
一、在學習互動式電腦教學後,接受引導發現教學法學生在『學習保留』測驗上沒有比接受傳統教學法學生成績為佳。
二、在學習互動式電腦教學後,接受引導發現教學法學生在槓桿解題法則層次上與接受傳統教學法學生無差異。
三、成就學生在『學習保留』與『學習成就』測驗比低成就學生成績為佳。表示高成就學生在兩種測驗中皆比低能力表現為佳。
四、在『學習保留』測驗中,『教學法』與『能力高低』沒有交互作用。
五、在學習互動式電腦教學後,接受引導發現教學法學生在『學習成就』測驗上比接受傳統教學法學生成績為佳。
六、在『學習成就』測驗中,『教學法』與『能力高低』有交互作用。
目 次
第一章 緒論 1
第一節 研究動機與目的 1
第二節 待答問題與研究假設 4
第三節 名詞釋義 5
第四節 研究範圍與限制 9
第二章 文獻探討 11
第二節 引導發現教學模式架構 20
第三節 引導發現式電腦輔助教學在教學上的應用與相關研究 28
第四節 學習能力與學習成就相關研究 36
第五節 天平問題解決能力發展之分析 38
第三章 研究方法 43
第一節 研究設計 43
第二節 研究樣本 46
第三節 研究工具 46
第四節 教學活動設計 51
第五節 實施程序 55
第四章 研究結果與討論 57
第一節 不同教學法對槓桿學習成就分析 57
第二節 不同教學法對槓桿保留認知能力分析 61
第三節 不同教學法對槓桿解題法則能力分析 64
第四節 討論 67
第五章 結論與建議 77
第一節 結論 77
第二節 建議 79
參考文獻 83
中文部分 83
英文部分 86
附錄 94
附錄一 95
附錄二 99
附錄三 102
附錄四 105
附錄五 108
附錄六 111
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