網路輔助電腦樂高課程影響學童問題解決態度之研究

Abstract

本研究旨在了解網路輔助電腦樂高課程對學童問題解決態度的影響。為達到研究目的，本研究探討文獻中相關理論與研究，設計出網路輔助電腦樂高課程，再利用準實驗設計，針對國小高年級的學童，進行十五小時的實驗教學，實驗前後皆施以問題解決量表，藉以了解接受網路輔助電腦樂高課程與一般電腦樂高課程的學童問題解決態度上的差異，實驗後並對實驗組學童施以「網路輔助電腦樂高課程問卷」，調查學童對網路輔助電腦樂高課程的想法及學習態度，經資料分析與研究發現，得到以下結論： 1.「網路輔助電腦樂高課程」能夠提昇學生問題解決態度。 2. 使用「網路輔助電腦樂高課程」與「一般電腦樂高課程」進行教學後，學生的問題解決態度無顯著差異。然而接受「網路輔助電腦樂高課程」教學後的學童，在問題解決態度、問題解決自信、趨避取向及自我控制上的提昇程度上，仍較接受「一般電腦樂高課程」教學後之學童高。 3.網路輔助電腦樂高課程能引起學生的學習興趣。The purpose of this study was to explore the effects of the Web- assisted instruction of LEGO Dacta on elementary students' problem- solving attitude. The author-designed Web-assisted course of Lego Dacta were developed according to the related references. A pre- and post-test quasi-experimental design was employed to measure the differences of students' problem- solving attitude under the conditions of two different teaching methods. The major results of this research were as follows: 1. There was a significant improvement in problem solving attitude of the experimental group students who received the Web-assisted course of Lego Dacta. 2. There was no difference in problem solving attitude between the experimental group students and the control group students. 3. Most of the experimental group students thought that the Web-assisted course of Lego Dacta was good and could promote their learning motivation.