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研究生: 黃昱凱
Huang, Yu-Kai
論文名稱: 四學教學策略對於國中生學習動機與學習投入之影響研究-以九年級資訊科技課為例
Impact of the Four Teaching Strategies on Junior High School Students' Learning Motivation and Learning Engagement - Taking the ninth-grade Information Technology Class as an Example
指導教授: 周明
Jou, Min
口試委員: 周明
JOU, Min
巫銘昌
Wu, Ming-Chang
張仁家
Chang, Jen-Chia
口試日期: 2024/06/11
學位類別: 碩士
Master
系所名稱: 工業教育學系
Department of Industrial Education
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 84
中文關鍵詞: 四學學習動機學習投入
英文關鍵詞: Four Learnings, learning motivation, learning engagement
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202400726
論文種類: 學術論文
相關次數: 點閱:140下載:0
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  • 四學(自學、共學、互學、導學)教學策略的目的在根據學生的學習狀況給予適時的指導,培養學生的自主學習能力,四學教學策略對於學生的學習動機與學習投入影響仍需進一步研究。本研究依據四學教學策略的指引編寫教材,並在國民中學九級資訊科技課程中實施教學實驗,以前後測的方式來評估四學教學策略對學生學習動機和學習投入的影響。
    研究結果顯示:
    一、教師在課堂中運用四學教學策略對於提高學生的學習動機有顯著效果,使其更加積極地參與學習,並展現出更高的學習動機。
    二、教師在課堂中運用四學教學策略,學生更能理解學科價值的重要性和效用性,有助於學生認識所學內容的實用性。
    三、教師在課堂中運用四學教學策略對於提高學生的學習投入有顯著效果,比起傳統教學學生即使面對困難也能堅持學習。

    The objective of the "Four Learnings" (self-learning, co-learning, mutual learning, guided learning) teaching strategy is to provide timely guidance based on students' learning conditions, thereby fostering their autonomous learning abilities. Further research is needed to understand the impact of the Four Learnings on students' learning motivation and engagement. This study developed teaching materials based on the Four Learnings guidelines and conducted a teaching xperiment in a ninth-grade information technology course at a junior high school. The impact of the Four Learnings teaching strategy on students' learning motivation and engagement was evaluated using pre- and posttests.
    The results of the study indicate that:
    1. The application of the "Four Learnings" teaching strategy by teachers in the classroom has a significant effect on enhancing students' learning motivation, making them more actively engaged in learning and demonstrating higher learning motivation.
    2. When teachers employ the "Four Learnings" teaching strategy in the classroom, students are better able to understand the importance and utility of the subject matter, which helps them recognize the practical value of the content they are learning.
    3. The use of the "Four Learnings" teaching strategy by teachers in the classroom has a significant effect on increasing students' learning engagement. Compared to traditional teaching methods, students are more persistent in their learning even when facing difficulties.

    謝辭 ....................................................................................................................... i 摘要 ......................................................................................................................ii Abstract................................................................................................................iii 目次 ...................................................................................................................... v 表次 ....................................................................................................................vii 圖次 ...................................................................................................................viii 第一章 緒論........................................................................................................ 1 第一節 研究動機與目的............................................................................ 1 第二節 研究問題........................................................................................ 2 第三節 研究方法........................................................................................ 3 第四節 研究範圍與限制............................................................................ 3 第五節 名詞解釋........................................................................................ 4 第二章 文獻探討................................................................................................ 7 第一節 四學教學策略................................................................................ 7 第二節 學習動機........................................................................................ 9 第三節 學習投入之意涵.......................................................................... 15 第三章 研究方法.............................................................................................. 23 第一節 研究架構...................................................................................... 23 第二節 研究對象與工具.......................................................................... 24 第三節 課程的設計與實施 ..................................................................... 25 第四節 資料處理與分析.......................................................................... 35 第四章 研究數據分析與討論.......................................................................... 37 第一節 樣本背景資料.............................................................................. 37 第二節 學習動機施測結果分析 ............................................................. 38 第三節 學習投入施測結果分析 ............................................................. 44 第五章 結論與建議.......................................................................................... 49 第一節 結論與討論.................................................................................. 49 第二節 建議與改進.................................................................................. 50 參考文獻............................................................................................................ 55 附錄 資訊科技 111-1-L3-1 網路技術自主學習規劃單.................................. 63 資訊科技 111-1-L3-1 網路技術(硬體) WSQ 學習單 (自學) ............... 64 資訊科技 111-1-L3-1 網路技術自主學習反思單.................................. 65 資訊科技 111-1-L3-2 網路技術(通訊) WSQ 學習單 (自學) ............. 66 資訊科技 111-1-L3-2 網路技術(通訊) WSQ 學習單 (自學) ............... 67 資訊科技 111-1-L3-2 網路技術(通訊) WSQ 學習單 (共/互學) .......... 68 資訊科技 111-1-L3-3 網路服務 WSQ 學習單 (自學)......................... 69 資訊科技 111-1-L3-3 網路服務 WSQ 學習單 (共/互學).................... 70 資訊科技 111-1-L3 網路服務教學簡報 ................................................. 71 資訊科技 111-1-L3-3 網路服務 Kahoot 測驗........................................ 74 資訊科技 111-1-L3-3 網路服務學生自主學習成果交流...................... 80 學習動機量表授權書................................................................................ 83 學習投入量表授權書................................................................................ 84

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