臺灣博碩士論文加值系統

　　本論文研製之旨在分析國內學生對於線上教學的吸收程度，以學生分數做為樣本，觀察經歷停課及線上或長期假期之後，學生在知識及技能等領域學習保留的程度是否有滑落的現象，從學生的相關背景，網路普及度、未在校上課周次、家庭管教方式、學生之學習成就、家長教育程度等，運用統計方式去在評估與推論其相關性。
　　經過研究後分析得知：學生的程度越高，學習滑落之現象較不明顯，而家長管教策略及教育程度也會影響學生的學習吸收程度，尤其在長期假期與線上教學期間特別明顯；在性別上差異不大；而網路普及度和線上教學的推行程度有顯著的關聯，由記憶性的國語科目和技能類的數學，兩個大方向去討論學生在不同向度上是否有差異性。

　　This research aims to analyze the degree of domestic students’ absorption of distence teaching, using student scores as a sample to observe whether students’ retention of knowledge and skills in areas such as knowledge and skills has slipped after class suspensions and online or long vacations. Use statistical methods to evaluate and infer the relevance of related backgrounds, such as Internet penetration, number of weeks not in school, family discipline, students’ learning achievements, and parent’s education level.
　　After research and analysis, it is found that the higher the student's level, the less obvious the phenomenon of learning slippage, and the parental discipline strategy and education level will also affect the student's learning absorption, especially during long-term vacations and online teaching; in gender There is little difference in the above; and the popularity of the Internet is significantly related to the degree of implementation of online teaching. From the memory of Mandarin subjects and skill-based mathematics, two general directions are used to discuss whether students are different in different dimensions.

碩士論文著作財產權同意書 i
論文指導教授推薦函 ii
摘要 iii
ABSTRACT iv
目錄 v
表目錄 vi
圖目錄 vii
第一章 前言 1
第一節 研究動機 1
第二節 研究目的 1
第二章 文獻探討 2
第一節 疾病影響 2
第二節 線上教學 3
第三節 學習現況 4
第四節 學習滑落 5
第三章 研究方法 6
第一節 研究架構 6
第二節 研究假設 8
第三節 資料蒐集 9
第四節 資料分析方法 9
第四章 研究結果與討論 10
第一節 敘述性統計 10
第二節 研究假設驗證 11
第五章 結論與建議 25
第一節 結 論 25
第二節 建 議 26
參考文獻 27
表 目 錄
表1 性別對國語變異數分析 11
表2 性別對數學變異數分析 11
表3 家庭與網路對學生的知識類分數之雙因子變異數分析12
表4 國語對家庭管教之多重比較 13
表5 國語對網路使用時間之多重比較 14
表6 間隔與網路對學生的記憶類分數之雙因子變異數分析 16
表7 家庭與網路對學生的技能類分數之雙因子變異數分析 18
表8 數學對家庭管教之多重比較 19
表9 數學對網路使用時間之多重比較 20
表10 間隔與網路對學生的技能類分數之雙因子變異數分析 22
表11 數學對學習間隔之多重比較 23
圖 目 錄
圖1 研究架構圖 6
圖2 研究流程圖 7
圖3 家庭管教模式 13
圖4 國語對網路使用時間 15
圖5 國語成績對學習間隔 17
圖6 數學對網路使用時間 21
圖7 數學成績對學習間隔 24

一、中文部分
1.林亭邑 (2020). 國小學生網紅吸引力、網紅崇拜與網紅追隨行為關係之研究. 大葉大學教育專業發展研究所學術論文.
2.劉美貴 (2020). 新冠疫情與線上教學研究-以美國DC國際文憑學校國中部中文班為研究對象. 國立臺灣師範大學華語文教學系海外華語師資數位碩士在職專班學術論文.
二、外文部分
1. A. Adams-Prassl, T. Boneva, M. Golin, C. Rauh, Inequality in the impact of the coronavirus shock: Evidence from real time surveys. J. Publ. Econ. 189, 104245 (2020).
2. D. E. Marcotte, S. W. Hemelt, Unscheduled school closings and student performance. Edu. Fin. Pol. 3, 316–338 (2008).
3. D. B. Downey, P. T. Von Hippel, B. A. Broh, Are schools the great equalizer?: Cognitive inequality during the summer months and the school year. Am. Socio. Rev. 69, 613– 635 (2004).
4. E. J. Baron, E. G. Goldstein, C. T. Wallace, Suffering in silence: How covid-19 school closures inhibit the reporting of child maltreatment. J. Publ. Econ. 190, 104258 (2020).
5. E. Grewenig, P. Lergetporer, K. Werner, L. Woessmann, L. Zierow, “COVID-19 and educational inequality: How school closures affect low-and high-achieving students” (IZA Discussion Paper 13820, Institute of Labor Economics, Bonn, Germany, 2020).
6. E. Golberstein, H. Wen, B. F. Miller, Coronavirus disease 2019 (COVID-19) and mental health for children and adolescents. JAMA Pediatrics 174, 819–820 (2020).
7. M. Kuhfeld, Surprising new evidence on summer learning loss. Phi Delta Kappan 101, 25–29 (2019).
8. M. Kuhfeld et al., Projecting the potential impacts of COVID-19 school closures on academic achievement. Educ. Res. 49, 549–565 (2020).
9. M. Belot, D. Webbink, Do teacher strikes harm educational attainment of students? Lab. Travail 24, 391–406 (2010).
10. M. D. Snape, R. M. Viner, COVID-19 in children and young people. Science 370, 286– 288 (2020).
11. N. Pereda, D. A. D´ıaz-Faes, Family violence against children in the wake of Covid-19 pandemic: A review of current perspectives and risk factors. Child Adolesc. Psychiatry Ment. Health 14, 1–7 (2020).
12. P. T. von Hippel, C. Hamrock, Do test score gaps grow before, during, or between the school years?: Measurement artifacts and what we can know in spite of them. Soc. Sci. 6, 43 (2019).
13. R. M. Viner et al., School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. Lancet Child Adolesc. Health 4, 397–404 (2020).
14. S. K. Brooks et al., The impact of unplanned school closure on children’s social contact: Rapid evidence review. Euro Surveill., 10.2807/1560-7917.ES.2020.25.13.2000188 (2020).
15. S. K. Brooks et al., The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. Lancet (2020).
16. United Nations, Convention on the Rights of the Child (United Nations, Treaty Series, 1989).
17. United Nations, Education During COVID-19 and Beyond (UN Policy Briefs, 2020).
 
三、網路資料
1.學習滑落現象，取得日期:2021/1/10,
https://www.rand.org/blog/rand-review/2020/07/the-covid-slide-how-to-help-students-recover-learning.html
2.covid-19疫情資料，取得日期:2021/1/10,https://covid-19.nchc.org.tw/
3. WHO公布COVID-19疫情資料，取得日期:2021/8/15, https://covid19.who.int/table