運用因材網適性教學於英語學習扶助學生學習之探討

Discussion on the Learning of Students in English Remedial Instruction by Using Adaptive Learning Platform

10.6306/JITE.202407_(17).0011

陳惠芩(Hui-Chin Chen)；陳君瑜(Chun-Yu Chen)

因材網適性教學 ； 學習扶助 ； 學習成效 ； Adaptive Learning Platform ； Remedial Instruction ； Learning Outcomes

工業科技教育學刊

17期（2024 / 07 / 01）

215 - 232

繁體中文;英文

研究背景：近年來，數位學習平台受到重視，更加貼近學生的需求，教師也期望藉此提升學習效率。教育部2022年執行數位學習精進計畫，推動「班班有網路，生生用平板」，讓教師有適當的數位環境，使用數位學習平台輔助教學。國內學生的英語學習成效，經常是處於兩極化的狀態，如何改善英語低學習成就者的學習興趣與成效，是重要且刻不容緩的課題。研究目的：為了協助英語低學習成就學生，提升低落的學習意願，研究者嘗試改變傳統教學模式，透過運用網路適性學習平台的輔助，提供能滿足學生個別需求的適性學習資源。本研究旨在探究運用因材網適性教學，對於英語學習扶助學生在學習上的影響為何。研究方法：本研究採行動研究法，以高雄市某國小四年級，8位參與英語學習扶助班的學生為研究對象。研究時間共計30節課，教學內容包含五個節點，和兩個單元。藉由學生因材網單元診斷成績、學生課後回饋問卷及教學日誌等方式進行資料蒐集與後續分析。研究發現：1.英語學習扶助學生對因材網適性教學的課後回饋多屬正向有幫助的。2.運用因材網適性教學對英語學習扶助學生的單元學習成績影響不顯著。3.運用因材網之適性教學有助於教師找出學生個別的英語迷思概念；然而學習扶助學生自主學習能力尚待加強，因此仍需由教師介入教學。研究結論：運用因材網適性教學，於英語學習扶助學生的學習成績，提升雖不顯著，但對學生的學習興趣與信心具有正向的影響，所有學生都認為，運用因材網於英語學習扶助課程，對其學習英語是有幫助的。

Background: Recently, digital learning platforms have been given significant attention, becoming more tailored to students' needs. Teachers also hope to enhance learning efficiency through this approach. In 2022, the Ministry of Education implemented the Digital Learning Enhancement Project, promoting 'Internet in every classroom, tablets for every student,' providing teachers with an appropriate digital environment to use digital learning platforms for instructional support. The English learning outcomes of domestic students often exhibit a polarized state. Improving the learning interest and effectiveness of English learners with lower academic achievement is an important and pressing issue. Purpose: In order to assist English learners with low academic achievement and enhance their diminished learning motivation, the researcher attempts to change the traditional teaching model and provide adaptive learning resources that meet individual student needs through the use of online adaptive learning platforms. This research aims to explore the impact of using Adaptive Learning Platform on English learning in Remedial Instruction students. Methods: The study uses the action research method to study 8 fourth-grade students participating in an English Remedial Instruction class at a primary school in Kaohsiung City. The study comprises a total of 30 sessions. The teaching content includes five nodes and two units. Data collection and subsequent analysis are conducted through methods such as student diagnostic scores from the Adaptive Learning Platform, post-class feedback questionnaires, and teaching journals. Results: 1. English Remedial Instruction students' post-feedback on the Adaptive Learning Platform is mostly positive and helpful. 2. The impact of utilizing adaptive instruction through the Adaptive Learning Platform on the unit learning outcomes of English Remedial Instruction students is not significant. 3. The use of the Adaptive Learning Platform helps teachers identify individual misconceptions among students. However, the self-directed learning abilities of students in English Remedial Instruction still need improvement, requiring teacher intervention in the teaching process. Conclusions: Although the use of the Adaptive Learning Platform does not result in a significant improvement in English Remedial Instruction students, it has a positive impact on their learning interest and confidence. All students believe that incorporating the Adaptive Learning Platform into English Remedial Instruction courses is helpful for learning English.