以圖像組織融入數位教學設計之研究－以無性生殖為例

Abstract

本研究主要為探究強化元素交互作用之數位教材設計，運用於國中生物科教學對學生學習成效之影響。研究方法為準實驗研究法，採用不等組前測─後測設計，研究對象為國中七年級學生，為研究者原任課的二班學生，採隨機分配，一班為實驗組(高交互作用教材)、一班為對照組(低交互作用教材)，其中學生人數為實驗組30名與控制組31名學生，教學內容相同，教學方式均採用多媒體教學，只有教學設計不同，兩組各進行二節課教學活動。

研究結果發現： 一、接受不同教學設計對學生學習成就的影響 1.對整體學生分析，實驗組與對照組未達顯著差異；學習效能分析，二組皆屬高學習效能。 2.不同程度學生之表現「高成就」＞「中成就」＞「低成就」；不同教學設計之表現，未達顯著差異。在教學效能分析，「中成就」學生實驗組優於對照組。 3.對於女生之表現，實驗組優於對照組；對於男生，未達顯著差異。在教學效能分析，女生組整體表現優於男生組。 二、接受不同教學設計對學生心智圖繪製的影響 1.對整體學生分析，實驗組優於對照組。在教學效能分析，實驗組優於對照組。 2.不同成就學生之表現，「高成就」＞「中成就」＞「低成就」。在教學效能分析，「中成就」及「低成就」表現皆為實驗組優於對照組 3.不同性別學生之表現，統計分析及教學效能分析，皆女生組優於男生組。 三、接受不同教學設計對學生認知負荷感受的影響 1.「困難度」及「尋找訊息容易」之感受，皆為「對照組」＞「實驗組」，表示「元素交互程度低」的對照組，使學生覺得教材困難度較高，尋找訊息較困難。 2.不同程度學生，在「信心」感受之分析顯示，接受「元素交互程度低」的對照組之教學設計，會使「低成就」學生沒有信心。

The purpose of this study is to analyze the effects on Digital Instructional Design for Strengthening Elements Interacting in the learning performance of biology teaching in junior high school.Quasi-experimental research method and the pretest-posttest nonequivalent-groups designs are used. Two seventh grade classes are randomly assigned. One class is experimental group, 30 students, with high element interactivity materials and the other one is control group, 31 students, with low element interactivity materials. The multimedia learning subjects for these two groups are the same but the instructional designs are different.

The findings of the study are summarized as follows: 1. The academic achievements of different instructional designs: (1) There is no statistically significant difference between the two groups. The measure of instructional efficiency of the two groups is high. (2)The academic achievement of different achievement level is high > middle > low. The middle achievers of the experimental group have higher instructional efficiency than the control group. (3) The female academic achievement of experimental group is better than control group. The academic achievement of male is no statistically significant difference between two groups. The female have higher instructional efficiency than the male. 2. The effects of instructional designs on mind mapping: (1) Experimental group has better achievement and higher instructional efficiency in mind mapping than control group. (2) The mind mapping achievement of different achievers is high > middle > low. Both the middle and low achievers of experimental group have higher instructional efficiency than control group. (3) The female have better mind mapping achievement and higher instructional efficiency than male. 3. The effects of instructional designs on cognitive load of student: (1) The students in control group, taught by low element interactivity materials, feel more difficult of the materials and messages finding. (2) The slow achievers in control group, taught by low element interactivity materials, feel less confidence.