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研究生:黃亭郡
研究生(外文):Ting-Jun Huang
論文名稱:電腦動畫融入國小成語故事教學之研究
論文名稱(外文):Research on the Integration of Computer Animation into the Teaching of Stories of Idioms at Elementary Schools
指導教授:林佳蓉林佳蓉引用關係
指導教授(外文):Maigo Lin
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:國民教育學系碩士班
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:176
中文關鍵詞:資訊科技融入教學電腦動畫學習動機成語故事
外文關鍵詞:Technology-instruction integrationComputer animationsLearning motivationStories of idioms
相關次數:
  • 被引用被引用:15
  • 點閱點閱:947
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:4
  • 收藏至我的研究室書目清單書目收藏:11
本研究旨在探討成語故事中融入電腦動畫和靜態圖像進行教學,對國小學生學習動機、學習成效的表現情形,以及學習動機與學習成就的相關情形,以提供國小教師未來在進行資訊科技融入教學之參考。
本研究的研究目的如下:
一、探討學生接受「電腦動畫成語故事」與「靜態圖像成語故事」兩種不同介面模式的教學之後,兩組學生在「學習動機」的表現情形。
二、探討學生接受「電腦動畫成語故事」與「靜態圖像成語故事」兩種不同介面模式的教學之後,兩組學生在學習成效中的「即時後測」與「延後測」的表現情形。
三、探討運用「電腦動畫成語故事」與「靜態圖像成語故事」兩種不同介面模式的教學之後,兩組學生在學習動機與學習成效中的「即時後測」與「延後測」的相關情形。
四、探討教師與兩組學生對於使用電腦動畫和靜態圖像成語故事學習的感想和意見,並探討教師對於資訊科技融入教學的自我效能為何。
本研究結果發現分述如下:
一、兩組學生所使用的多媒體教材內容雖然在介面上有動態和靜態的差異,但內容並無不同,造成兩組學生在學習動機上沒有顯著差異;而教材內容與學生工作價值的相關設計,可能是影響學習動機的因素。
二、兩組學生所使用的多媒體教材內容都具備雙碼理論語言和非語言輔助的特色,造成電腦動畫或是靜態圖像的成語故事教學介面兩種教材的效果沒有顯著差異;而教學和練習可能是教學媒體達到有效學習的重要因素。
三、學生的學習動機與學習成效的關係中,工作價值是學習成效的認知動機
因素,而學習教材的難易程度可能是影響自我效能的重要因素。
四、教師在資訊科技融入的多媒體製作教材能力的自我效能,容易因外在環境因素而減少。

最後,根據研究結果分別對教師、教材在學習動機、學習成效和未來研究提供建議,以提供未來教師在資訊科技融入教學之參考。

關鍵字:資訊科技融入教學
電腦動畫
學習動機
成語故事
Abstract
The purpose of this research is to investigate the integration of computer animation and static graphics into the teaching of Chinese idioms and its impact on the learning motivation and learning achievement for elementary school students. It is hoped that this can serve as a reference for elementary school teachers regarding their integration of information technology into teaching. The main objectives of this research are described as below:

1. To investigate separately the effects of the integration of computer animation into teaching and the integration of static graphics into teaching on the learning motivation of students.
2. To investigate separately the effects of the integration of computer animation into teaching and the integration of static graphics into teaching on the learning achievement of students on the immediate post-test and the delayed post-test.
3. To investigate separately the effects of the integration of computer animation into teaching and the integration of static graphics into teaching on the relationship between learning motivation and learning achievement of students on the immediate post-test and the delayed post-test.
4. To find out about teachers and the two groups of students’ feelings and thoughts about the integration of computer animation and static graphics into the teaching of Chinese idioms and investigate the self-efficiency of teachers regarding the integration of information technology into teaching.

The chief findings of the study are as follows:
1. Although the multimedia teaching materials used by the two groups of students differed in terms of interface (i.e. computer animation vs static graphics), there was no significant difference in their contents, and as a result, there was no difference in the learning motivation of the two groups of students; moreover, the design of multimedia teaching material and students’ working value is very possibly an important factor that affects students’ learning motivation.
2. Since the two types of multimedia teaching materials used by the two groups (i.e. computer animation and static graphics) both contain linguistic and nonlinguistic aids in accordance with the dual-coding theory, the results of the two groups of students with different teaching materials did not differ significantly; moreover, teaching and practice are important factors that help instructional media attain effectiveness in teaching.
3. In terms of the relationship between the students’ learning motivation and learning achievement, working value is a cognitive motivation factor in learning achievement, and the difficulty of the learning material may be an important factor that affects self-efficiency.
4. The self-efficiency of teachers’ ability to integrate information technology into the design of their teaching material decreases easily because of external, environmental factors.

Finally, there is a discussion in the thesis based on the research results that provides suggestions for teachers and teaching materials for learning motivation and learning achievement as well as future researches.

Keywords : Technology-instruction integration
Computer animations
Learning motivation
Stories of idioms
目 次
第一章 緒論…………………………………………………………….…...………1
第一節 研究背景與動機……………………………………….……...………1
第二節 研究目的與研究問題……………………………….…….….….……3
第三節 名詞解釋…………………………………………….……..….………4
第四節 研究範圍與研究限制…………………………...……….……………6
第二章 文獻探討…………………………………………….……….…..……....…8
第一節 資訊科技融入教學……………………….………….……..…………8
第二節 電腦動畫之探究………………………….............….……....………13
第三節 學習動機……………………………….……………….……………33
第四節 多媒體輔助教學的心理學相關理論…………..…….….….…….…47
第五節 國小成語教學應用…………………………………..…….…..….…65
第三章 研究方法……………………………………………………....….….……67
第一節 研究架構……………………………………………….....….………67
第二節 研究流程………………………………………………...….…..……69
第三節 研究設計……………………………………………….….....………76
第四節 研究對象……………………………………………….….....………78
第五節 研究工具.………………………………………………….....………79
第六節 資料處理………………………………………………….....….……91
第四章 研究結果與討論……………………………………………….....….……..92
第一節 兩種不同介面模式對學習動機之影響………………….....…….…..92
第二節 兩種不同介面模式對學習成效之影響……………….…..…...……..97
第三節 兩種不同介面模式對學習成效與學習動機之相關分析..…………109
第四節 訪談教師與學生……………………………………………………..114
第五章 研究結論與建議…………………………………………………………..119
第一節 研究結論……………………………………………………………..119
第二節 研究建議……………………………………………………………..123
參考文獻……………………………………………………………………………126
一、中文部份……………………………………………….…………………126
二、英文部分……………………………………………….…………………129
附錄…………………………………………………………………………………142
附錄一 學習動機正式前測問卷(一)……………….………………………142
附錄二 學習動機正式後測問卷(二)……………….………………………144
附錄三 學習成效正式測驗問卷(一)………………….………………....…146
附錄四 學習成效正試聽寫問卷(一).…………………..…..………………149
附錄五 學生訪談問卷…………………….………….………..……………150
附錄六 教師訪談問卷...…………….……….….….……….………………151
附錄七 電腦動畫軟體專家效度審查意見彙整……………………………152
附錄八 學習成效測驗專家效度審查意見彙整……………………………154
附錄九 訪談逐字稿…………………………………………………………160
附錄十 電腦動畫與靜態圖像腳本…...……………………….……………164
謝詞………………………………………………………………………………i
中文摘要…………………………………………………………………………ii
英文摘要…………………………………………………………...……………iii
表次…………………………………………….……………………….………vii
圖次…………………………………………….………………..………………ix



表 次
表2-1 資訊科技融入教學的等級.................................................................. 10
表2-2 電腦動畫在教學研究的影響.............................................................. 19
表2-3 國內電腦動畫相關文獻...................................................................... 21
表2-4 國外電腦動畫對於學習成效相關研究.............................................. 25
表2-5 國內電子書相關研究.......................................................................... 29
表2-6 CANE 模式綜合20年來動機在教學上的相關理論......................... 34
表2-7 多媒體學習心智運作的假設.............................................................. 54
表3-1 不等組前後測準實驗設計表.............................................................. 76
表3-2 變項說明.............................................................................................. 77
表3-3 主題介紹……...................................................................................... 79
表3-4 設計發展實作階段說明...................................................................... 80
表3-5 學習成就測驗題雙向細目表………….............................................. 82
表3-6 學習成效測驗認知目標與題目對照表.............................................. 83
表3-7 專家評鑑類型...................................................................................... 86
表3-8 專家效度名單...................................................................................... 86
表3-9 學習動機分量表各分量表題目.......................................................... 87
表3-10 學習動機量表各分量與其涵義、對應的題目.................................... 88
表3-11 教師訪談項目與題目對應表.............................................................. 89
表3-12 學生訪談項目與題目對應表.............................................................. 90
表4-1 學生在學習動機量表之平均數與標準差摘要表.............................. 92
表4-2 學習動機方面實施前、後測各項成績的平均數與標準差摘要........ 93
表4-3 學習動機前後測統計量與獨立樣本t檢定......................................... 94
表4-4 學習動機前後測統計量與相依樣本t檢定......................................... 94
表4-5 學習成效聽寫測驗後測與延後測的平均數與標準差...................... 95
表4-6 學習成效聽寫分量表各項成績之平均數與標準差.......................... 97
表4-7 學習成效聽寫分量表各項成績之平均數與標準差.......................... 98
表4-8 學習成效測驗部份即時後測與延後測的平均數與標準差……….. 98
表4-9 學習成效測驗題即時後測與延後測分量成績平均數標準差.......... 99
表4-10 學習成效聽寫即時後測與延後測平均數與獨立樣本t檢定............ 100
表4-11 學習成效之聽寫部份得分改變t檢定結果........................................ 100
表4-12 學習成效之測驗部份得分改變t檢定結果........................................ 101
表4-13 學習成效之測驗部份得分改變t考驗結果….................................... 101
表4-14 學習成效聽寫即時後測變異數分析摘要表...................................... 102
表4-15 學習成效聽寫延後測變異數分析摘要表.......................................... 102
表4-16 兩組學生在成語聽寫之即時後測與延後測之資料.......................... 104
表4-17 學習成效即時後測驗各的變異數分析摘要表.................................. 106
表4-18 學習成效延後測測驗表的變異數分析摘要表.................................. 107
表4-19 不同組別學習動機變項與學習成效的相關分析.............................. 111
表4-20 動畫組相關矩陣.................................................................................. 112
表4-21 靜態組相關矩陣.................................................................................. 113







圖 次
圖2-1 成功科技融入教學教師所具備的能力............................................. 11
圖2-2 影響目標承諾因素的CANE模式....................................................... 37
圖2-3 動機表現的三個因素.......................................................................... 38
圖2-4 倒U字形是努力和自我效能的關係.................................................. 41
圖2-5 影響自我效能的因素模式....................................... .......................... 42
圖2-6 處理動機的流程圖分類承諾與找到解決方法的建議..................... 44
圖2-7 動機變項的整合模式.......................................................................... 46
圖2-8 訊息處理的心理歷程.......................................................................... 48
圖2-9 Paivio雙碼理論語言系統與非語言系統示意圖............................... 52
圖2-10 多媒體學習的認知理論..................................................................... 55
圖2-11 有效圖示的四個條件......................................................................... 60
圖3-1 研究架構............................................................................................. 68
圖3-2 研究流程.............................................................................................. 70
圖3-3 系統教材製作模式.............................................................................. 71
圖3-4 電腦動畫製作流程圖.......................................................................... 73
圖3-5 實驗教學流程...................................................................................... 75
圖3-6 學習成就測驗編製流程圖.................................................................. 81
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