利用認知診斷測驗探討激發式動態教學成效之研究-以簡易二次函數及圖形為例

Abstract

本研究主要探究在多媒體教學中，以激發式動態呈現設計教材與一般投影片設計教材來進行教學上，對不同學業成就之學生在學習成效上是否有顯著差異，並以認知診斷評量學生在技能精熟程度上以及各認知能力上的學習是否有顯著差異。並探討在後測及延後測中，學生的學習成效及在各技能或各認知能力題型上表現如何。 整體而言，以激發式動態呈現的教材設計，在後測時，高分組在「概念理解」與「解題思考」的題型上，比一般投影片教學效果還要好。而在延後測中，低分組的第10項技能（能了解二次函數圖形上的點坐標即為方程式的解）、高分組的第5項技能（能判斷二次函數圖形有最高點或最低點）以及高分組在「程序執行」題型上，均比一般投影片教學及傳統板書教學都來得有效。

There are some questions to explore in multimedia teaching on this study. Are the materials designed by Trigger-based Animated Instruction different from those designed with slides? Is there significant difference to different academic achievement students in those teaching? Is there significant difference to test the students in attribute prevalence levels and cognitive levels by Cognitively Diagnostic Assessment? How do students perform in each attribute prevelence levels and in cognitive levels in the posttest and the postpone test? Overall, in the posttest, the teaching effectiveness of the materials designed by Trigger-based Animated Instruction is better than the teaching with slides in the high-achievement students at “conceptual understanding” and “problem solving”. In the postpone test, the teaching effectiveness of the materials designed by Trigger-based Animated Instruction is better than the teaching with slides and the traditional teaching on the blackboard in the low-achievement students at the 10th skill ( To understand the coordinate of a point in the quadratic function is the solution to the equation.), in the high-achievement students at the 5th skill (To judge whether there is the highest or the lowest point in the quadratic function gragh), and in the high-achieving students at “procedural knowledge”.