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研究生:王沛清
論文名稱:以精熟學習理論和雙碼理論發展數位化教學策略之研究以國民中學數學科為例
指導教授:趙志揚趙志揚引用關係
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:中文
論文頁數:290
中文關鍵詞:精熟學習理論雙碼理論數位化教學策略學習態度學習成就
外文關鍵詞:Mastery Learning theorydual-coding theorydigital teaching strategylearning attitudelearning achievement
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本研究旨在應用精熟學習理論和雙碼理論,以設計國民中學數學科教學策略,並發展相應之教學模式。考量實際教學現場,依研究計畫與目的,採準實驗研究法(quasi-experimental research)進行實驗教學。就台中市所屬市立國中一所,其97學年度所屬一年級數學科任課教師及任教班級之學生為研究對象。就一年級數學科任課教師意願立意取樣2位教師參與實驗,並就其任教數學課之一年級班級中,隨意抽取三班,採隨機分派方式,分成控制組與A、B兩個實驗組,共計三組6個班級,學生約204人,自97學年度第二學期期初起,進行兩個學期的實驗教學和前後兩次的學習態度量表量測及學習成就測驗。實驗結束後,就各組學生的學習成就與學習態度量表,作量化統計分析。另依實驗期程,進行質性的教室觀察與深度訪談。其中,深度訪談取樣的對象,計教師2名,學生8名,家長8名,共計18名。
綜合本研究質性研究資料與量化統計獲得以下結論:整合精熟學習理論與雙碼理論的實驗A組學生,在數學學習態度顯著優於實施傳統數位教學策略的實驗B組學生與實施傳統教學策略的控制組學生。而在學習成就方面,比較實驗教學實施前後,以實驗A組學生表現最佳,實驗B組次之,控制組仍然最差,但未達顯著差異。另外探討三種教學策略與影響因子間交互作用方面,則發現排除各項干擾因子對後測成績的影響後,實驗各組數學學習成就的後測成績不會因不同實驗教學策略而有顯著差異。

The main subject of this study is applying the Mastery Learning theory and dual-coding theory to the strategies of junior high school's mathematics teaching, for delvelopping varied multi-modes of junior high school's mathematical digital teaching materials and their corresponding teaching manners.
The author used quasi-experimental research on the quantification part, The mathematics teachers who taught the first-grader of junior high school, and the students of 2008 academic year, in one Taichung public junior high school, are the research targets. After acquiring those teachers' permission, there were two teachers, and three classes of their teaching classes (the first grade) students participating in this experiment. The participants were randomly divided into three groups: one controlled group, and two experimental groups, A and B. In total, there were around 204 students from 6 classes divided into 3 groups, starting from the beginning of the second semester of 2008 academic year, being proceeded with two semesters of experimental teaching and two learning attitude measure forms and achievement tests accordingly. The quantification statistic analysis was based on the data obtained from the learning achievement and attitude measures forms done by each group of students after the experiment completed. The author also implemented the qualitative classrooms observation and in-depth interview according to the schedule of the experiment. There were 2 teachers, 8 students, and 8 parents, altogether 18 persons, being interviewed thoroughly.
By combining the data of qualitative research with quantification statistical results, the author found that there was significant variation between two experimental groups of students in the attitude of mathematics learning. In the aspect of learning achievement part, after the experimental teaching terminated, Group A students got the best grades, followed by Group B's, and the controlled group students kept the status quo. Similarly, there was neither significant variation. As for the mutual effects between the teaching manners and the influence factors, the author found the grades of post-tests for the achievement of mathematics learning of each group would not vary significantly because of the distinct experimental teaching manners, after excluding various interfering factors. In the final part, the author supplied the relevant suggestions on the research theories.

謝 辭 I
摘 要 III
目 錄 IX
圖 次 XIII
表 次 XV
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 7
第三節 研究步驟 7
第四節 研究範圍與限制 14
第五節 重要名詞釋義 17
第二章 文獻探討 21
第一節 教學策略理論 21
第二節 精熟學習理論 43
第三節 雙碼理論 60
第四節 數位學習理論 71
第五節 數位學習教學策略 88
第三章 研究設計與實施 103
第一節 研究架構 103
第二節 研究對象 105
第三節 研究工具 105
第四節 研究實施 118
第五節 資料處理方法 125
第四章 研究結果分析與討論 129
第一節 研究對象之描述統計 129
第二節 不同教學策略對國中學生數學學習態度的影響 137
第三節 不同教學策略對國中學生數學學習成就的差異 143
第四節 教學策略與影響因子間交互作用分析 148
第五節 質性研究深度訪談 155
第五章 研究結論與建議 189
第一節 研究結論 190
第二節 建議 194
第三節 後續研究建議 204
參考文獻 207
附錄 245
附錄一 控制組教師深度訪談紀錄 245
附錄二 控制組同學深度訪談紀錄: 247
附錄三 控制組學生家長深度訪談紀錄 249
附錄四 國民中學學生數學領域學習態度預試量表 251
附錄五 國民中學學生數學領域學習態度正式量表 253
附錄六 教學計畫 255
附錄七 教室觀察記錄 265
附錄八 專家座談會議紀錄 285
附錄九 應用雙碼理論數位學習的教材設計 289

圖 次
頁次
圖1-1 研究流程與步驟 13
圖2-1 學習成效與環境因素 24
圖2-2 溝通流程 29
圖2-3 Bloom的學習理論 48
圖2-4 認知起點行為 49
圖2-5 情意起點特性 50
圖3-1 研究架構 104
圖5-1 整合型行政教學系統 199
表 次
頁次
表2-1 精熟學習理論應用在數位學習的相關研究 58
表2-2 多媒體教學中五種過荷學習情境及降低負荷的方法 67
表3-1 國民中學學生數學領域學習態度量表之項目分析 111
表3-2 國民中學學生數學領域學習態度量表因素分析 114
表3-3 國民中學學生數學領域學習態度量表信度分析 116
表3-4 97年定期考查數學科試題雙向細目表 117
表3-5 98年定期考查數學科試題雙向細目表 118
表3-6 第一次實驗教學之變項:前測與後測之實驗設計 124
表3-7 編碼說明 126
表4-1 實驗組班級各班學生數統計 130
表4-2 實驗組班級各班學生性別統計 131
表4-3 實驗組班級各班學生資訊能力統計 132
表4-4 實驗組班級各班學生上網資料搜尋情形統計 133
表4-5 實驗組班級各班學生上網聊天情形統計 134
表4-6 實驗組班級各班學生課後補習情形統計 135
表4-7 實驗組班級各班學生家庭資訊設備統計 136
表4-8 實驗組班級態度差異比較單因子變異數分析 138
頁次
表4-9 實驗組七大構面成對樣本的t檢定 138
表4-10 實驗組分組班級態度差異比較t 檢定 140
表4-11 實驗各組七大構面成對樣本的t檢定 141
表4-12 實驗教學前後數學學習成就變異數同質性考驗 143
表4-13 實驗教學前後數學學習成就單因子變異數分析 144
表4-14 實驗教學前後數學學習成就變異數分析的描述統計 145
表4-15 各組實驗教學前後數學學習成就成對樣本t檢定 146
表4-16 排除前測影響效果後之同質性考驗 148
表4-17 排除前測影響效果後之共變數分析 149
表4-18 排除前測影響效果後各組調整後平均數及事後比較 150
表4-19 排除學生上線學習影響效果後之同質性考驗 150
表4-20 排除學生上線學習影響效果後之共變數分析 151
表4-21 排除學生上線學習影響效果後平均數及事後比較 152
表4-22 排除學生課後補習影響效果後之同質性考驗 152
表4-23 實驗各組課後補習描述統計 153
表4-24 實驗各組課後補習與學習成就後測相關考驗 154

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