國中生活科技課程實施電控車教學之成效研究
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2010
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Abstract
本研究在探討國中生活科技課程實施電控車(又名魔法車)教學的成效。研究對象為國中學生，分為二組，接受電控車教學的為實驗組，未接受電控車教學的為控制組。研究者根據現行的「國民中小學九年一貫課程綱要」教學目標的基本能力為基礎，編製電控車教學模組及評量工具。
本研究先將評量工具對兩組學生進行測驗，獲得前測成績。經一學期對實驗組實施電控車教學後，再以相同的評量工具對兩組學生進行測驗，獲得後測成績。
經資料分析發現，使用電控車教學的實驗組，在電學原理認知、電子元件認知、電路學認知，前測與後測成績有顯著差異，後測成績比前測成績好，未使用電控車教學的控制組的前測與後測成績沒有顯著差異。本研究顯示在國中生活科技課程實施電控車教學有相當之成效。
The purpose of this study is to explore the learning effect of using the electrical control car(also called the magic car) on the living technology curriculum to junior high school students. The study has been conducted amongst junior high school students who are divided into two groups, the experimental group (students taking the magic car curriculum) and the control group (students not taking the magic car curriculum). Based on teaching objectives of the existing “Curriculum Outline of the Nine-year Compulsory Education” as the fundamental competence, the researcher has prepared one set of the magic car module and rating instrument for the study. The study first used the rating instrument to test the two groups of students to obtain the pre-test score. After having given the magic car teaching to the students of the control group for one semester, the same rating instrument was applied again to test the two groups of students to obtain the post-test score. According to the data analysis, there is a significant difference between the pre-test and post-test results for the students of the experimental group in terms of cognition of electronic theorems, electronic components and electronic circuit theorems, in which the post-test shows better performance than the pre-test. On the other hand, the pre-test score and post-test score show no significant difference for the students of the control group that did not take the electrical control car curriculum. The results of the study indicate a significant learning effect of using the magic car on the living technology curriculum to junior high school students.
The purpose of this study is to explore the learning effect of using the electrical control car(also called the magic car) on the living technology curriculum to junior high school students. The study has been conducted amongst junior high school students who are divided into two groups, the experimental group (students taking the magic car curriculum) and the control group (students not taking the magic car curriculum). Based on teaching objectives of the existing “Curriculum Outline of the Nine-year Compulsory Education” as the fundamental competence, the researcher has prepared one set of the magic car module and rating instrument for the study. The study first used the rating instrument to test the two groups of students to obtain the pre-test score. After having given the magic car teaching to the students of the control group for one semester, the same rating instrument was applied again to test the two groups of students to obtain the post-test score. According to the data analysis, there is a significant difference between the pre-test and post-test results for the students of the experimental group in terms of cognition of electronic theorems, electronic components and electronic circuit theorems, in which the post-test shows better performance than the pre-test. On the other hand, the pre-test score and post-test score show no significant difference for the students of the control group that did not take the electrical control car curriculum. The results of the study indicate a significant learning effect of using the magic car on the living technology curriculum to junior high school students.
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生活科技課程, 魔法車, living technology curriculum, magic car