資訊融入生物科教學之教材製作與教學策略初探
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Date
2004-04-??
Authors
張梅鳳
Mei-Feng Chang
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學圖書資訊研究所
Graduate Institute of Library and Information Studies
Graduate Institute of Library and Information Studies
Abstract
身處全球化、多元化、生活化的世紀中，學校教育很難再以過去的知識，教育今日的學生，使其應用於未來的工作與生活，因此世界各先進國家無不提出教育改革來適應新的學習型態，其中落實資訊教育並且善用資訊科技為重要目標。在進行資訊融入教學時除了教師、學生需具備資訊基本素養，學校提供資訊基礎環境外，優質的教材是資訊融入教學的靈魂。運用電腦科技可以製作優質教材，讓抽象知識及肉眼看不到的微觀世界以模擬動畫的方式，具體呈現在學生眼前，提高學生的學習興趣、改善學生的學習。本研究即嘗試發展生物教學的軟體，並評估結合不同的教學策略後其教學效果如何。軟體製作的過程先由資料搜集開始，經過教材路研究分析後，組織架構為心臟、血管、血液、循環等四大學習單元，以flash5設計軟體及動畫，再配合線上測驗以評量學生對單元的學習成效。在融入教學上嘗試兩種不同的方法，一個是在普通教室中以筆記型電腦結合單槍投影機設備教學，另一個是利用網路平臺讓學生上網主動學習、教師從旁協助，此外在學習過程中，學生可以在討論區提出相關的問題彼此討論，以培養表達、溝通與分享資訊的能力與習慣。歷經實地的教學後，初步發現本研究所發展的軟體配點兩種不同的資訊融入模式能吸引學生注意和提升其學習興趣，對學生的學習成就也有正向的幫助：對教師來說，可以節省學時間，並促進學生真正的理解，即使對低成就學生，課程內的動畫設計，也能吸引其注意而對該動畫要表現的科學概念印象深刻，因此對教學效益也有幫助；另外也發現如將教學軟體架設在網路上，有能讓學生居家學習的優點。本研究將生物科電腦教材設計、校園教學環境安排、施教策略與實驗結果等過程紀錄與檢討，期待對於資訊科技融入生物科教學有所貢獻。資訊科技及網際網路的影響已經改變了學習型態，讓九年一貫的教育政策早日實現，利用電與網路的特性融入教學，創新、有效、主動學習，從而培養學生終身學習以適應未來的生活，是我們教育工作者自我學習努力成長的方向。
Society is entering into a global an diverse century. Students can hardly be expected to adapt in their future work and lives if they are taught yesterday’s knowledge and skills at school. Hence the promotion of Information and Communication Technology (ICT) and the handing of information in education is an important target for education reform in the modern countries of the world. Not only should teachers and students have basic ICT knowledge and schools provide an accessible ICT teaching-learning environment, but a good quality course also plays a key role through the use of ICT in education. The use of ICT can make course so fascinated that will raise students’ interest in learning and improve their learning achievement. The purpose of this study was to develop a computer-assisted instructional software for biology education, and to assess it’s effectiveness on students learning when combining with different instructional strategies. The process of developing the software started from collecting and analysing teaching materials. Falsh5 was then used to design the content and animation. The course is divided into four units, i.e. heart, blood vessels, blood and circulation. It is also combined with online assessment to evaluate students’ learning achievement. In order to examine the feedback from both teachers and students about the effectiveness of using the designed AI as a teaching and learning tool, two instructional methods were conducted in the classroom. One was the use of a computer note book connected to a projector to present the content of the CAI. The other was the provision of a network to students, so that they could learn by means of the Internet by themselves with the help of teachers. During the process of learning, students could post their questions on the discussion board and discuss them with each other. At the same time, students could also improve their abilities to express, communicate and share information with others. The findings of the
Society is entering into a global an diverse century. Students can hardly be expected to adapt in their future work and lives if they are taught yesterday’s knowledge and skills at school. Hence the promotion of Information and Communication Technology (ICT) and the handing of information in education is an important target for education reform in the modern countries of the world. Not only should teachers and students have basic ICT knowledge and schools provide an accessible ICT teaching-learning environment, but a good quality course also plays a key role through the use of ICT in education. The use of ICT can make course so fascinated that will raise students’ interest in learning and improve their learning achievement. The purpose of this study was to develop a computer-assisted instructional software for biology education, and to assess it’s effectiveness on students learning when combining with different instructional strategies. The process of developing the software started from collecting and analysing teaching materials. Falsh5 was then used to design the content and animation. The course is divided into four units, i.e. heart, blood vessels, blood and circulation. It is also combined with online assessment to evaluate students’ learning achievement. In order to examine the feedback from both teachers and students about the effectiveness of using the designed AI as a teaching and learning tool, two instructional methods were conducted in the classroom. One was the use of a computer note book connected to a projector to present the content of the CAI. The other was the provision of a network to students, so that they could learn by means of the Internet by themselves with the help of teachers. During the process of learning, students could post their questions on the discussion board and discuss them with each other. At the same time, students could also improve their abilities to express, communicate and share information with others. The findings of the