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Title: 家政專業課程網路教學發展之研究
Authors: 洪久賢
Keywords: 家政教育
Home Economic Education
Dressmaking Course
Network −Assisted Instruction
Blouse Making
Issue Date: 2003
Abstract: 本研究旨在建立女衫輔助課程網路教學的設計原則與方法,實 際開發一個高職學生用女衫網路教學的輔助課程網站,並經由學生與 教師的調查評估其運用成效與限制。輔助課程的內容包括設計、製 圖、縫製、小常識、動董腦與服裝秀等六個單元,資料的架構採用前 導組合模式,先將教材組織加以設定,建立概念發展的順序,協助使 用者循序學習。課程的設計方法採用學習環教學模式,首先藉著教學 情境的安排引發學習興趣,並導引學生進入概念探索階段;接著展開 互動式連結教學層次,協助學生進入概念建立階段;最後利用動動腦 與服展觀摩,使學生達成概念應用階段。 根據調查結果,學生學習後在網站內含的知識性與引發趣味性 項目的平均分數較低,但是在難易適中度的平均分數則較高。同時, 學生學習前較為著重介面效果,然而學習後在接受性項目的平均分數 較高,顯示較為認同本網站。在差異性分析方面,學習前與學習後學 生在趣味性、親和性、操作簡易性與接受性等四個項目都達到統計標 準的顯著差異。此外,教師與學生學習前在親和性、操作簡易性與接 受性等項目都有差異,但是與學生學習後的意見較具有一致性。 研究結果顯示網站補助教學係為一種有效的工具,所開發的網 站可做為女衫教學的補助教材。同時,學生的意見反應須要加強影音 等介面效果,教師雖然也認同本網站的教學功能,但是認為無法完全 取代學校的課堂教學。
The major objective of this study is to examine the development method of teaching-assisted networks for home economic education. A blouse making website for students had been developed and implemented, and user surveys of both teachers and students had been executed and analyzed. Through these efforts, the acceptance, actual responses and potential limitations had been identified. The contents of website consisted of six modules, including design, drawing, sewing, a collection of common sense, a quiz, and a fashion show, to be used as teaching aided material for dressmaking courses of local vocational schools. The advanced organizer model was adopted to build up the structure of website. Through the sequence of concept developments and the organization of instructive materials, the learners can study the courses in a preconceive order. Also, the teaching model of learning situation was selected as the design method. The learners can be aroused strong interests by the settings of learning situation, and brought into the stage of concept exploration. Then, the learners can go on with the interactive linkage of learning materials, and get in the stage of concept establishment. Finally, the learners can pass a quiz and enjoy a fashion show, and reach the stage of concept application. According to the survey results, after-study students had lower scores in the measuring scales of bothknowledgeable level and interesting level, and higher score for the degree of difficulty. Moreover, pre-study students paid much attention to the interface effects, and after-study students expressed the tendency to accept this website more significantly than the pre-study students. From the consequences of difference analysis, there were significant differences of the degree of interest, user friendliness, operational simplicity, and learner acceptance between pre-study and after-study students. Also, there were noteworthy differences of the degree of user friendliness, operational simplicity, and learner acceptance between teachers and pre-study students, but without any meaningful difference between teachers and after-study students. The findings of this study reflect the fact that the website should be very useful to the students and could be an interesting learning tool for the course of dressmaking. However, students recommended that the interface effects should be improved, and teachers expressed that the website cannot fully instead of the regular course in the school.
Other Identifiers: N2003000234
Appears in Collections:學位論文

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