運用探究式全景導覽系統於國小鄉土教學

Abstract

本研究發展一探究式全景導覽系統進行鄉土教學，並讓學生親自參與系統內熱點的建置，在全景影像中加入文字註記以及拍照上傳，以增進學生學習傳統寺廟古蹟時的探究行為。本研究採用準實驗研究法，研究參與者為南部某國小五年級學生，兩班級共56人（實驗組28人，對照組28人）。實驗活動時間為90分鐘，最後以成就測驗及問卷瞭解學生的學習成效、學習態度及對系統使用的看法。

研究結果發現：(1) 使用探究式全景導覽系統與否對學習成就並無顯著影響，(2) 學生建立的熱點多為外觀的描述，(3) 使用探究式全景導覽系統並未特別提升學生的鄉土認同感，(4) 探究式全景導覽系統並未能特別提升學生的學習滿意度，但使用此系統可讓學生有身歷其境之感受，能增加學習者學習興趣，(5) 探究式全景導覽系統之拍照功能，能增加學習者的學習印象。建議未來研究可以優化系統介面的直覺化以及順暢度，並在結束後可列出標註清單讓教師清楚熱點的標註情形。This study developed a panoramic navigation system to assist elementary school students learn a traditional temple in south Taiwan. In addition to navigation, the system allowed students to build hotspots (by adding photos and notes) onto the panoramic images via the Internet field-trips. The hotspot feature was designed to inspire students’ inquiry behaviors. The quasi experimental Research design was applied to learn the effects of the system. The participants were fifty-six 5th grade students from an elementary school in south Taiwan. both the experimental group and the control group had twenty-eight students. The experiment lasted for ninety minutes. The results of this study were: (1) the panoramic navigational system did not improve students’ learning achievement, (2) most of the hotspots students created were on the appearance of the temple, (3) the system did not enhance students' identification on local cultures, (4) the system increased students’ interest in learning, and (5) students learned deeply with adding photos on a hotspot.