系統與自我導向的Scratch學習者之學習自願研究

Abstract

本研究採用三種不同自編教學方法-傳統語句拆解堆疊式教學法、系統導向範例式自主學習教學法、毒藥包糖衣式教學法，在Scratch程式語言學習軟體的工具環境下於國小階段的179位學習者進行整體系統範例式的自主學習教學法實驗，並透過成人教育的自我導向學習理論給予實驗學習者在毒藥包糖衣式教學法時擁有選擇學習起點的自由，以在相同教學者與相同教學目標的情況下瞭解學習者的學習自願改變。 在透過與傳統教學法的比較後，研究顯示在給予學習者充份彈性保有自我效能及自我調整學習能力的自由選擇情況下，學習者的學習自願並未受到損害，而在給予處於近側發展區間上緣而有可能超出該區間之教學內容的毒藥包糖衣式教學法的部份班級則在學習自願上出現了顯著的增加。 本研究完成的結果，除了說明自我導向學習的方式可適用於各個年齡階段，也填補了目前新興的數位教學工具在學習者情意方面認識的不足，並同時擴充了數位遊戲在學習場域上的應用機制。然而，因為應用於教學時這類的研究嘗試成果確實受限於實驗者的受試對象範圍及時間，且類似應用範圍的相關研究尚不多見，故本研究成果之推廣後能否得到相同結果，尚待後續相關實驗研究之證實。

The research adopts three different teaching methods, which are dis-mantling and stacking traditional sentences, voluntary learning in sys-tem-oriented way which can solving problems indeed(worked-example), and uphill-downhill, to 179 learners when they are using Scratch. The research demonstrates that when learners are free to keep self-efficiency and adjust learning ability, the result is in accordance with the hypothesis, comparing with traditional teaching method. The voluntary learning is not damaged but also increases significantly in some classes by the uphill-downhill teaching method. The result illustrates self-directed learning can apply to all ages. Besides, it fills up the lack of knowledge of digital teaching tool towards learners’ af-fection. Furthermore, it extends the application of digital games with learning. However, the relevant researches are few, and the result is limited by the participants and time. The research’s result still needs to be approved by the latter relevant researches.