中 文 摘 要
本研究以高中化學『勒沙特列原理』為主題，發展電腦動畫與學習網站，協助學生學習這個複雜的單元。
為驗證所發展的教學媒體對學生學習成效之注意與否，本研究以台北市某公立高中之71名高三學生為研究樣本，依準實驗研究設計，分為實驗組和對照組A，比較兩組之學習成效、分析實驗組學生後測試卷之作答情形，並以問卷調查瞭解實驗組學生對此媒體之態度與建議。
本研究為更深入瞭解此多媒體應用的廣度，以台北市某兩所公立高中之78名高三學生為研究樣本，以學生的學習意願分為線上組與對照組B，線上組學生進行多媒體網路輔助學習。比較兩組之學習成效、分析線上組學生後測試卷之作答情形，並以問卷調查瞭解線上組學生對此媒體之態度與建議。
再者，對所有研究對象進行問卷調查，為瞭解現今高中生對於網路使用的狀況及學習化學的看法。
研究結果顯示，實驗組學生後測成績顯著優於對照組A（t = 2.509，P＜.05），線上組學生後測成績並無顯著優於對照組B，然而研究者推論，線上組的學習成效無顯著提升的主要原因是多媒體的互動性不足、線上組實驗的進行無法完整確認及樣本數不足等等。另外，問卷結果顯示，學生對多媒體教學用於學習勒沙特列原理的幫助給予高度的認同，並且相當喜歡此種學習方式。八成學生對於傳統式教學排斥，以及約三成的學生對於電腦與網路應用於學習化學有相當的需求。
關鍵字：勒沙特列原理；電腦動畫
Abstract
The purpose of this study is to develop an instruction aid to help senior high school students form the conceptions of Le Chatelier's Principle. The instruction aid is a multi-media package that includes computer animation and a learning website.
Taking 71 third-grade students in a senior high in Taipei for research samples, we, according to research design, divided them into the experimental group and the controlled group A. The research compared their learning achievements, analyzed the experimental group’s answering situations in post-exam paper and investigated experimental group’s attitudes and suggestions toward the media through questionnaire.
In order to inquire the functionality of the media, we took 78 third-grade students in a senior high in Taipei for research samples. And we divided them into the online group and the controlled group B according to their choice. The students of the online group accepted the online instruction. The research compared their learning achievements, analyzed the online group’s answering situations in post-exam paper and investigated online group’s attitudes and suggestions toward the media through questionnaire.
The researcher investigated all research samples’ situations of using the Internet and their opinions of learning chemistry through questionnaire.
The result showed that the experimental group students got much more astonishing grades in the post-test than the controlled groups（t = 2.509，P＜.05）, but the online group did not. However, the researcher inferred that the media design defects were the main reason that kept the online group’s studying efficiency unchanged. In addition, the questionnaires revealed that students responded positively to the media and considered it a great aid in learning Le Chatelier's Principle. Most students favored the form of the multi-media instruction. 80% students excluded the traditional teaching, and 30% students would like to learn chemistry through the computer and the Internet.
Key words: Le Chatelier's Principle;computer animation

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