四學教學策略對於國中生學習動機與學習投入之影響研究-以九年級資訊科技課為例

Abstract

四學（自學、共學、互學、導學）教學策略的目的在根據學生的學習狀況給予適時的指導，培養學生的自主學習能力，四學教學策略對於學生的學習動機與學習投入影響仍需進一步研究。本研究依據四學教學策略的指引編寫教材，並在國民中學九級資訊科技課程中實施教學實驗，以前後測的方式來評估四學教學策略對學生學習動機和學習投入的影響。研究結果顯示： 一、教師在課堂中運用四學教學策略對於提高學生的學習動機有顯著效果，使其更加積極地參與學習，並展現出更高的學習動機。 二、教師在課堂中運用四學教學策略，學生更能理解學科價值的重要性和效用性，有助於學生認識所學內容的實用性。 三、教師在課堂中運用四學教學策略對於提高學生的學習投入有顯著效果，比起傳統教學學生即使面對困難也能堅持學習。The objective of the"Four Learnings" (self-learning, co-learning, mutual learning, guided learning) teaching strategy is to provide timely guidance based on students' learning conditions, thereby fostering their autonomous learning abilities. Further research is needed to understand the impact of the Four Learnings on students' learning motivation and engagement. This study developed teaching materials based on the Four Learnings guidelines and conducted a teaching xperiment in a ninth-grade information technologycourse at a junior high school. The impact of the Four Learnings teaching strategy on students' learning motivation and engagement was evaluated using pre- and posttests. The results of the study indicate that: 1. The application of the "Four Learnings" teaching strategy by teachers in the classroom has a significant effect on enhancing students' learning motivation, making them more actively engaged in learning and demonstrating higher learning motivation. 2. When teachers employ the "Four Learnings" teaching strategy in the classroom, students are better able to understand the importance and utility of the subject matter, which helps them recognize the practical value of the content they are learning.3. The use of the"Four Learnings" teaching strategy by teachers in the classroom has a significant effect on increasing students' learning engagement. Compared to traditional teaching methods, students are more persistent in their learning even when facing difficulties.