從設計國一函數線上學習課程來探討自學成效

Abstract

本研究希望藉由設計國中一年級的函數線上教材，來探討在網路學習環境的自學成效。並由觀察紀錄來發現本研究低成就學習者的學習困難，希望提供學生不同的學習方式來照顧更多的學生。 本研究方法為準實驗研究法，實驗樣本來自彰化縣某國中一年級兩個班的學生72名，一班為實驗組，另一班為對照組。教材設計由分析函數的多重表徵：表列、代數式、圖形及文字敘述等，以資訊教材呈現個別表徵及表徵之間的連結。而以訊息處理論的認知策略及線上學習理論的設計配合，應用「復習、概念圖、生活實例、實際操作、參與」等方式來設計教材結構，以發揮網路學習的優點。並將函數教材模組化上傳於moodle網站，以利收集學生學習資料。並透過錄製軟體來觀察低成就學生的學習情況，分析其學習困難所在，以作為教材改進。 本研究達到下列的結論： 1、本研究之函數課程線上學習網站有幫助學生自學的功能，而其學習成效與一般傳統教學沒有顯著差異。 2、實驗組的學習者較能提升至函數概念層次三，優於對照組的學生。 3、實驗組的學生在概念表徵連結：「表列與圖形的連結」及「代數式與圖形的連結」，答對率優於對照組。 4、線上學習可以幫助低成就學生提起學習興趣。如能了解其缺乏的基礎概念，完整建構學生的先備知識，低成就學生也有顯著的學習效果。

This study wants to explore the self-learning effects of Internet learning environment by designing the grade 7 function online courses, and find the learning difficulties of low-achievement students in this study by the observation record, to provide students with different ways of learning and to take care of more students. The study uses quasi-experimental research, experiment samples were taken from Changhua County 7 grades of the two classes of 72 students, one for the experimental group, and the other for the control group. The design of courses is to analyze the multiple representations of function: table, formula, graph and text description, and show individual representations and links between the representations by computer courses. Being with applications of the cognitive strategies of Information Processing Theory and Online Learning Design Theory to use "review, concept map, examples in their daily life, actual operation, participation" to design the courses structure. And upload the online courses of function to moodle website to collect learning information of students. The study also observes the low-achieving students to improve the online courses through the recording software by analyzing their learning difficulties. The study reached the following conclusions: (1) The study of online function courses can help students learn by themselves, and the learning effects are no significant difference with the one under traditional teaching method. (2) To upgrade function level 2 to level 3, the experimental group is better than the control group. (3) The correct rate of experimental group in the concept of representations links: "table and graph links" and " formula and graph links" is better than the control group. (4) The online courses can interest low-achieving students in learning. If we can find what they lack understand the basic concept and to complete the construct basic knowledge, low-achieving students will have significant learning effects.