電腦多媒體呈現方式運用對國中生成語學習成效之探討

The Learning Effects of Computer Multimedia Presentation Modes on the Idioms Teaching at Junior High School

10.6346/NPUST.2010.00042

翁玉燕

電腦多媒體 ； 成語學習 ； 國民中學 ； computer multimedia ； the idioms teaching ； junior high school

屏東科技大學技術及職業教育研究所學位論文

2010年

碩士

羅希哲

繁體中文

本研究目的主要在探討電腦多媒體呈現方式對國中生成語學習的成效。首先探討電腦多媒體以及成語教學相關理論與文獻，採準實驗研究法，選取屏東縣某國中八年級學生為研究對象，共105人，在實驗期間，學生接受4週的成語教學實驗，探討學生在文字、旁白及綜合三種呈現方式，在記憶、理解、轉移和總學習成語成效的表現。本研究工具為自編成語學習成效之前測、學後、延宕測驗卷以及學習回饋問卷，並佐以SPSS14.0進行描述性統計、共變數分析和單一樣本t檢定。最後本研究歸納結論如下：(一) 電腦多媒體呈現方式運用在成語學習成效上有顯著差異；(二) 不同的電腦多媒體呈現方式在學後測驗的成語學習成效與電腦多媒體理論相反，至延宕測驗才符合；(三) 學生對於電腦多媒體呈現方式在成語的學習回饋上持正面肯定的態度；(四) 不同性別的學生在電腦多媒體呈現方式成語的學習回饋上並無顯著差異；(五)是否有閱讀習慣的學生在成語的學習回饋上多無顯著差異，只有在了解成語讀音和意思上有明顯影響；(六)一週閱讀頻率在學生成語學習回饋上有顯著差異。

The principal purpose of this study is to explore the effects of computer multimedia presentation on junior high school students’ idioms learning. First, the study explored the theories and references of the computer multimedia, the modes of presentation, and the idioms teaching. Second, by using quasi-experimental study, the research choosed the eighth graders of a junior high school in Pingtung County, and divided them into three groups. Next, the chosen students accepted the idioms teaching for four weeks which included the teaching activities focusing on the students’ memorization, comprehension, transfering and integrated learning effects toward idioms. The self-developed achievement test and learning feedback questionnaire were used as the research instruments. Finally, the research applies SPSS for Windows 14.0 for statistics analysis, including descriptive statistics analysis, analysis of covariance (ANCOVA), and one samples t-test. The results of the study are as follows: 1. The effects of computer multimedia presentation show a significant difference in the idioms teaching. 2. The result of the idioms post-teaching test after different presentation of computer multimedia is opposite to Mayer’s theory, which the deferred test carried out later conforms to. 3. The sutdents show a positive attitude toward the computer multimedia presentation on the idioms learning. 4. Different genders have no significant difference of learning feedbacks in the effects of computer multimedia presentation on the idioms. 5. Whether the students have reading habits or not almost shows no significant influence on the learning feedbacks toward the idioms, but only on the pronunciations and meanings of the idioms. 6. The times for reading every week shows a significant influence on the learning feedbacks toward the idioms.

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