多媒體教材導向教學法對國小學童學習成就與學習遷移之研究-以國小三年級自然科為例

Abstract

本研究主要目的是探討多媒體教材對國小三年級學生，在自然與生活科技(自然學科)學習成就與學習遷移的影響程度。本研究採用準實驗設計方法，實驗對象是桃園縣國小三年級的學生，所有的受試者區分為「多媒體教材教學組」及「傳統教材教學組」兩大組，各組再依自然科基本能力測驗的成績，分高分組、中分組及低分組等三組。實驗教材為康軒版國小三下自然與生活科技教材「植物的身體」單元，分別為傳統教材(康軒版)及經改編後多媒體教材。 本研究的主要發現為： 1.在學習成就方面： 整體而言，多媒體教材組學習成就表現優於傳統教材組，兩組學生整體的學習成就表現達顯著差異，其中依據所劃分的學生程度分為高、中、低三組，我們發現在高分組學習成就並沒達到顯著差異，在中、低分組達到顯著差異。 2.在學習遷移方面： 整體而言，多媒體教材組學習遷移表現優於傳統教材組，兩組學生整體的學習遷移表現達顯著差異，其中依據所劃分的學生程度分為高、中、低三組，研究發現在高、中分組學習遷移並沒達到顯著差異，只有在低分組達到顯著差異。 究其原因如下： 1.多媒體教材設計可以用電腦動畫模擬接近真實環境的學習情境，小朋友容易瞭解與接受，比傳統教材更易達到學習遷移。 2.多媒體教材教學法，學生可以自己自主學習，讓學生有更多機會反覆練習，自主精熟學習自己尚未理解或生疏的地方，合乎精熟學習理論。 3.多媒體教材具有互動性、立即回饋的機制，學生可以達到立即增強學習的效果，因而會有較佳的學習表現。 4.多媒體教材有豐富的展示功能，幫助中、低成就的小朋友提升抽象思考能力，符合多媒體學習理論及資訊豐富理論，因而多媒體教材組在學習遷移上表現優於傳統教材組。

限於時、地及人力考量，本研究所採用之多媒體教材，其設計製作及實驗目標之對象僅為國小中年級學生，實驗科別為自然科。如果有更多的人力與源資來投入，相信未來的實驗將可擴展到每一個學習領域，為莘莘學子帶來更多的助益。

The primary purpose of this study is to explore the influence of multimedia teaching materials on the learning achievement and study transfer of the third grade students in elementary school in terms of natural and life sciences (sciences). This study utilizes quasi-experimental design, with third grade students in elementary school in Taoyuan County as subjects. All test subjects are divided into two major groups of multimedia teaching materials group and traditional instruction materials group. Each of these groups are divided into high score group, mid-range score group, and low score group according to the grades received on basic aptitude testing in the sciences. The experiment instruction material is the second semester of third grade in elementary school, “Body of Plants” in Kang Hsuan version of the natural and life sciences textbook, which are divided into the traditional instruction material (Kang Hsuan version) and the revised multimedia teaching materials. Main findings of this study are: 1. In terms of learning achievement: In overall, the learning achievement of using the multimedia teaching materials is better than that of the traditional instructional materials. For the classification of students into high, mid-range, and low score groups, we found that the high score group did not reach significant difference in learning achievement, while there was a significant difference for the mid-range and low score groups. 2. In terms of learning transfer study: In overall, the use of multimedia teaching materials group outperformed the traditional instructional materials group in terms of learning study transfer. The learning transfer of the two groups of students reached significant difference levels. In the division of students into high, mid-range, and low score groups, we found that the high and mid-range score groups did not reach significant difference in learning achievement, while there was a significant difference for the low score group. Reasons are discussed as follows: 1. Design of multimedia teaching materials can use computer animation to simulate a real world learning situation . Children can easily understand and accept; It is easier relatively of students to achieve learning transfer than by traditional instruction materials. 2. Teaching using multimedia teaching materials allows students to learn autonomously. Students can have more chances for repeated practice, and can learn on their own the areas they do not understand or are not familiar with; these are consistent with the theory of mastery learning. 3. Multimedia teaching materials have mechanisms for interaction and instant feedback; students can have instant reinforcement of learning, resulting in better learning performance. 4. The abundant exhibition functions in multimedia teaching materials can help the children in mid- to low- achievement to gain the ability of abstract thinking, which conforms to the multimedia learning theory and information richness theory. Therefore, the multimedia teaching materials group outperformed the traditional instructional materials group in terms of learning transfer. Due to limitations in time, space, and human resources, the multimedia teaching materials utilized in this study are designed for third and fourth grade students in elementary school as experiment targets, and the experiment curriculum is sciences. If there were more manpower and resources, it is believed that future experimentation can extend to every academic field, brining more benefits to students of the world.