本研究主要目的為設計電腦動畫輔助教學媒體來作為理化科「粒子觀點」單元輔助教學之用，利用成就測驗來評估學生接受電腦動畫輔助媒體教學的學習成效，並輔以問卷調查的方式來了解教師及學生對此教學方式的感受。
本研究方法為準實驗設計，以台北市某公立國中54名國二學生為研究樣本，以前後測驗的結果來評量此教學媒體對於學生學習成效之影響；前測用來了解學生的迷思概念，測驗結果也顯示，實驗組與對照組間沒有顯著差異。後測結果顯示實驗組學生其學習成就顯著高於對照組。問卷調查結果顯示，學生與教師對此種教學設計多持肯定正面的態度，希望往後能夠多加運用於課堂上，並建議此教學媒體需再增加師生間的互動以作為媒體設計之參考。
由研究結果發現，利用電腦動畫教學媒體來輔助「粒子觀點」的教學確實較傳統式教學可以幫助學生建立粒子概念。

The main purpose of this study was to design computer animated aid instructional media to help teaching of “particle concept” in physical science. Using achievement test to evaluate the learning achievements of students after accessing computer animated aid instructional media on “particle concept”. Also adopted questionnaires to survey the sensations of teachers and students of this instructional design.
The research design is quasi-experimental design, 54 public eighth grade students sampled from Taipei were enrolled in this study. They were administrated pre-test, post-test to investigate the learning achievements influenced by this instructional design. Using pre-test to identify students’ misunderstandings toward “particle concept”. The result appeared no significant difference between experimental group and control group. It showed significant difference between control group and experimental group on post-test. The experimental group had obvious higher learning achievement than control group. The result of questionnaire showed that students and teachers possess positive attitude toward this instructional design. They hoped it could take more parts in class and suggested that the instructional design could increase more interactions.
From the result of the study, we can conclude that using computer animated aid instructional media can help students to construct “particle concept” than traditional teaching.

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