教材元素之管理對學生學習成效及認知負荷之影響—以國中三角形外心補救教學為例

Abstract

教材元素之間的交互作用產生學習上的認知負荷。教學過程中不同的邏輯順序可能會造成不同的教材元素交互作用，元素的關係過於複雜可能造成學生學習困難。因此在教材設計上因考慮教材呈現方式與結構安排。透過元素的管理，有可能減少元素之間的互動，提升學習效果。本研究透過認知負荷、多媒體學習理論為設計基礎，以外心概念為教學目標，設計「步驟化呈現教材」與「一般教材」展現不同的教材元素管理。實驗以「步驟化呈現教材學生自學」、「步驟化呈現教材教師教學」與「一般教材教師教學」三組別進行比較。研究對象為新竹市某國中學習低成就學生，以抽離方式進行教學。教學法及不同的教材設計方式為本實驗自變項，後測、延後測及認知負荷為依變項，進行量化分析，最後加以質化分析輔助。研究結果如下：（1）三個實驗組在補救教學前、後測皆有差異並且達顯著水準。（2）「步驟化呈現教材學生自學」進步最多、「步驟化呈現教材教師教學」第二，「一般教材教師教學」進步最少，其中「步驟化呈現教材學生自學」與「一般教材教師教學」有差異並達顯著水準。（3）三個實驗組在延後測上有學習保留效果並且達顯著水準。（4）在延後測上「步驟化呈現教材學生自學」進步分數最多，「步驟化呈現教材教師教學」第二，「一般教材教學教師教學」進步最少，其中「步驟化呈現教材學生自學」與「一般教材教學教師教學」達顯著水準。

Level of Cognitive load is determined by element interactivity of Instruction. The process of teaching a different logical order may cause the interacting elements. Too complex element interactivity may cause studetns to learn invalid. Therefore, in consideration of teaching materials designed presentation and structural arrangements, through the management of elements, it is possible to reduce interacting element. Based on the concept of low cognitive load, I apply two different ways of elements management to design「general teaching material」and「Step-presenting material」with the teaching object of circumcenter of a triangle. Three groups were compared, including「Step of presenting self-learning materials」,「Step of presenting teacher-instructional materials」and「General teacher-instructional materials」. Low-achiever study subjects as a Country in Hsinchu. The independent variables were teaching methods and the types of learing materials. The dependent variables were the post-test, delayed posttest and cognitive load. The study was analyzed with quantative method and qualative method as assistant. The results of this study are summarized as follows：（1）The posttest scores were significantly higher than the pretest scores.（2）「Student self-learning」had significantly higher learning achievements than「Teacher- instructional learning」by using step-presenting materials. Students who received general materials had the worst learning achievements. There were statistically significant differences between 「Student self-learning」and「General teacher-instructional materials」（3）There were statistically significant differences among the three groups in the delayed posttest.（4）「Step of presenting self-learning materials」had the best learn reserved. 「Step of presenting teacher-instructional materials」was the second and「General teacher-instructional materials」was the worst. There were statistically significant differences between「Step of presenting self-learning materials」and「General teacher-instructional materials」.