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

賴煜勝

doi:10.6842/NCTU.2014.00504

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教材元素之管理对学生学习成效及认知负荷之影响—以国中三角形外心补救教学为例

The Effects of Instructional Elements Management on Junior High School Students’ Learning Performance and Cognitive Load in a Remedial Teaching of Triangle’s Circumcenter

赖煜胜 , 硕士　　导师：陈明璋　　

繁体中文 DOI： 10.6842/NCTU.2014.00504

步骤化呈现；认知负荷；补救教学；元素互动；三角形外心；多媒体学习理论； Step ； Cognitive Load ； Remedial Teaching ； Element、Triangle' s Circumcenter

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摘要 │ 被引用文献 (1) │ 国际计量

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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」.

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翁敏杰(2016)。脉络整合对三角形三心学习成效之研究。交通大学理学院科技与数位学习学程学位论文。2016。1-111。

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DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。