不同課後休閒活動類型對不同教學法之多媒體教材在學習成效上的分析－以國二自然科「莫耳概念」為例

Abstract

摘要 休閒活動已成為人們生活中的一部分。學生在課後從事休閒活動的時間充足，經過長時間之後，是否會對學習的模式造成影響，進而影響學習成效。若能針對學生休閒活動的特性，來設計不同教學法融入的多媒體教材，分析是否對不同休閒活動類型的學生能產生顯著的效果。因而選定了在國中自然與生活科技單元中，需要較多邏輯推理的單元「莫耳概念」當作教材單元。 本研究採用準實驗設計方法。實驗對象為苗栗縣某國中三個班級學生共一○七人。實驗教材為國二自然與生活科技「莫耳概念」單元。本研究探討不同課後休閒活動類型的學生在接受不同教學法融入的多媒體教材後，在莫耳概念單元上學習成效的分析。 依據統計分析的結果發現如下： (1)在接受問題導向融入的多媒體教材後，休閒活動屬於邏輯型的學生，學習成效明顯優於非邏輯型及中性型的學生。 (2) 在接受故事情節融入的多媒體教材後，休閒活動屬於非邏輯型的學生學習成效優於邏輯型的學生，而邏輯型的學生在學習成效上又優於中性型的學生。 (3) 在接受一般多媒體教材後，休閒活動屬於非邏輯型及邏輯型的學生，學習成效明顯優於中性型的學生。 (4) 課後休閒活動屬邏輯型的學生，在接受問題導向融入的多媒體教材後，學習成效明顯優於故事情節融入的多媒體教材及一般多媒體教材。 (5) 課後休閒活動屬非邏輯型的學生，在接受故事情節融入的多媒體教材後，學習成效明顯優於問題導向融入的多媒體教材及一般多媒體教材。 (6) 課後休閒活動屬中性型的學生，無論在何種多媒體教材後，學習成效在相互比較下，都沒有達到顯著差異。 本研究的結論，邏輯型的學生接受問題導向融入的多媒體教材與非邏輯型的學生接受故事情節融入的多媒體教材，都可達到較佳的學習成效。因此建議教師們若能針對學生的休閒活動類型，來設計不同適性化的教材，可以在學習成效上達到顯著的效果。

Abstract Recreations have become a part of people's lives. The researcher wants to know whether students’ long-time engagement in their recreations will make an impact on their learning and influence on their learning achievement. Besides, if teachers design different multimedia course materials according to the characteristics of different student recreations, will this influence students’ learning achievement? In this thesis, the researcher selected "mole concept" unit in Science and Technology as a teaching unit since it needs more logical reasoning. This study adopted a quasi-experimental design. Three the eighth grade classes (a total of 107 students) in Miaoli were recruited . The experiment material is the “mole concept” unit in Science and Technology. This research aims to study and analyze the learning achievement of students of different recreations after they accept the multimedia course materials which are based on different teaching methods. The main results of the study are： (1) After accepting problem-oriented multimedia course materials, the learning achievement of the students whose recreations are logic-based are obviously better than those of the other two kinds of recreations. (2) After accepting story-oriented multimedia course materials, the learning achievement of the students whose recreations are non-logic-based are better than those of the other two kinds of recreations. (3) After accepting general multimedia course materials, the learning achievement of the students whose recreations are logic-based and non-logic-based are better than neutral students. (4) After accepting problem-oriented multimedia course materials, the learning achievement of the students whose recreations are logic-based are better than those of the other two kinds of recreations. (5) After accepting story-oriented multimedia course materials, the learning achievement of the students whose recreations are non-logic-based are better than those of the other two kinds of recreations. (6) The students of neutral recreations have no significant differences in their learning achievement no matter they accept which kind of multimedia course materials.

The conclusions of this study are: students of logic-based recreations can achieve better learning achievement after accepting problem-oriented multimedia course materials. Students of non-logic-based recreations can achieve better learning achievement after accepting story-oriented multimedia course materials. The researcher hence suggests that if teachers can design different adaptive materials according to their students’ recreation types, then the students can have significant learning achievement.