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研究生:王裕德
研究生(外文):Wang,Yu-Te
論文名稱:生活科技翻轉教學自我效能模式建構之研究
論文名稱(外文):A Study on the Construction of Self-Efficacy Model for Flipped Teaching Living Technology Course
指導教授:戴文雄戴文雄引用關係
指導教授(外文):David W. S. Tai
口試委員:張基成廖錦文陳清檳陳建州戴文雄
口試委員(外文):Chang, Chi-ChengLia, Chin-WenChen, Chin-PinChen, Chien-ChouDavid W. S. Tai
口試日期:2016-6-16
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:2016
畢業學年度:104
語文別:中文
論文頁數:244
中文關鍵詞:翻轉教學線上學習自我效能科技態度認知負荷
外文關鍵詞:Flipped TeachingWeb-Based Learning Self-EfficacyTechnology AttitudeCognitive Load
相關次數:
  • 被引用被引用:3
  • 點閱點閱:420
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  • 下載下載:19
  • 收藏至我的研究室書目清單書目收藏:1
本研究之研究對象為中部一所女子高級中學103學年度第二學期修習「生活科技」課程之高二3個班級學生共120人,隨機抽取兩班為實驗組(N=72),另一班為控制組(N=48),實驗組學生採用「翻轉教學式合作學習」,控制組學生採用「傳統講述式合作學習」,實驗組及控制組皆採取認知型態異質性分組,兩人一組,並進行為期11週(22節課)的教學實驗,本研究於教學實驗前後施測以蒐集研究所需之相關數據,研究中透過開放性問卷蒐集質性資料。研究結果顯示:一、「翻轉教學式合作學習」確實能提昇學生在生活科技實作課程的學習成就、課程滿意度、科技態度及合作學習態度;二、「翻轉教學式合作學習」中線上學習自我效能會透過學習參與間接影響生活科技實作課程學習成就,此為完全中介效果,但不會間接影響科技態度;三、「翻轉教學式合作學習」中認知負荷不會對線上學習自我效能透過學習參與對生活科技實作課程學習成就的中介作用有正向調節的影響,不具有調節式中介效果。
The study used a quasi-experimental design, involving 120 17-year-old students from 3 11th-grade classes for 11 weeks (22 hours in total). The results of this study:(1) Significant differences were found between the experimental groups and the control group in terms of students’ learning achievement in living technology hands-on curriculum, technology attitude, cooperative learning attitude and course satisfaction.(2) In the experimental groups, the complete-mediating role of student’s participation had an effect of web-based learning self-efficacy to have a significantly positive effects on students’ learning achievement in living technology hands-on curriculum.(3) In the experimental groups, perceived cognitive load had no positively moderated mediation relationships among web-based learning self-efficacy and students’ learning achievement in living technology hands-on curriculum via student’s participation.
摘要 I
ABSTRACT III
謝誌 V
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 8
第三節 待答問題 9
第四節 研究方式與步驟 10
第五節 研究範圍與限制 14
第六節 名詞釋義 16
第二章 文獻探討 19
第一節 翻轉教學之相關理論與研究 19
第二節 合作學習之相關理論與研究 29
第三節 自我效能之相關理論與研究 52
第四節 科技態度之相關理論與研究 63
第五節 網路學習參與之相關理論與研究 69
第六節 認知負荷之相關理論與研究 80
第七節生活科技實作課程之相關理論與研究 90
第三章 研究設計與實施 105
第一節 研究架構 105
第二節 研究假設 108
第三節 研究對象 110
第四節 研究設計 111
第五節 研究工具 114
第六節 線上學習平台 135
第七節 實驗的實施 137
第八節 資料處理 143
第四章 研究結果與討論 149
第一節 不同教學策略對生活科技實作課程學習成效相關因素之差異分析 149
第二節 線上學習自我效能透過學習參與間接影響生活科技實作課程學習成效之中介分析 158
第三節 認知負荷對自我效能透過學習參與對生活科技實作課程學習成就調節式中介分析 164
第四節 研究發現與討論 167
第五章 結論與建議 187
第一節 結論 187
第二節 建議 194
參考文獻 201
壹、中文部份 201
貳、英文部份 209
附錄 235
附錄一 研究量表之審查專家名單 235
附錄二 研究量表之預試量表及正式量表內容 236
附錄三 量表預試樣本 244
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