高中地理電子教科書之文本設計－以地形單元為例

Abstract

教科書一直是學校最主要的教學資源，亦是學校傳遞知識的重要媒介，對教育的影響相當深遠。隨著教育思潮的遞嬗與教學科技的發展，教科書的設計與型式日新月異。高中地理科有許多概念牽涉到長期時空變遷的動態過程，若以靜態的方式解說，學生較難以理解，當學生自行閱讀教科書遇到不理解學習概念的時候，若能有多媒體的學習工具，整合使用圖例、動畫或影片來輔佐學習，學習效果應該比單獨閱讀課本好。 本研究利用融合認知負荷理論之多媒體學習認知理論與衍生的多媒體設計原則發展載具為平板電腦（iPad）之電子教科書，利用高中地理地形單元進行實驗學習。主要探討的研究問題為：第一、高中地理電子教科書之文本設計原則為何？第二、如何建置電子教科書？第三、比較受試者自行閱讀電子教科書與紙本教科書前後之閱讀理解程度有何差異？第四、電子教科書對高、低成就受試者的功效有何差異？第五、受試者對電子教科書的態度、滿意度和改進意見為何？ 實驗學習約五週，採立意抽樣。研究對象是未學習過高中地理地形單元的國中九年級學生，共計62位，男女大約各半，隨機分成使用平板電腦的實驗組32人；其他30人使用紙本教科書為控制組。兩組受試者實驗學習前後均實施地形單元前測與後測，依測驗成績探討電子與紙本教科書對不同能力的受試者理解地形單元之程度與學習態度等項目。以魏克遜(Wilcoxon)符號等級檢定法與成對樣本t檢定，分析實驗後兩組組內前後測學習成效與高低分組學習成效。以曼-惠特尼檢定法與獨立樣本t檢定分析兩組後測學習成效差異。 結果顯示，在地形作用力與河流、海岸單元，實驗組與控制組的受試者在前、後測得分率皆有顯著進步，即不論電子教科書或紙本教科書都有助於理解。但是在岩溶、風成和冰河單元，實驗組受試者的前、後測得分率差有顯著進步，控制組則沒有顯著差異。此外，在學習成就後測結果顯示，地形作用力，河流與海岸，岩溶、風成和冰河地形這三個單元，實驗組的學習成就皆顯著高於控制組。 在地形作用力、河流與海岸單元，實驗組與控制組在高分組與低分組皆有顯著進步。但在岩溶、風成和冰河單元，實驗組之高分組無顯著進步，低分組則有顯著進步；但是控制組在高、低分組皆未達到顯著進步。表示電子教科書對較困難的學習單元、先備經驗不足且低成就的學生，幫助較大。多數受試者喜歡使用電子教科書，認為有效果且方便使用，並且願意推薦給他人使用。Textbooks are the major teaching resource as well as the important media for delivering knowledge in school. They have a profound effect on education. The design and form of textbooks change along with the succession of ideological trends and the development of instructional technology. Many geographic concepts involve long-term dynamic process of time-space convergence, which are difficult to be understood by students. When students don’t understand the concepts in the textbook, it would better to support their reading with multimedia learning tools such as legends, animations or videos. This study aims to develop an electronic textbook on iPad based on the design principles derived from the cognitive theory for multimedia learning and the cognitiveload theory. The learning content of the terrain unit in the senior high school geography has been implemented in the electronic textbook as an example. There are five research questions: 1. What are the principles for the design of an electronic textbook? 2. How to build an electronic textbook? 3. Which group is better on reading comprehension? the experimental group with electronic textbook or the control group with paper textbook? 4. Is there significant difference on reading comprehension between the high-ability group and the low-ability group regarding the use of electronic textbooks? 5. What are the students’ attitudes, satisfaction and improvements toward the electronic textbook? The learning experiment lasts for five weeks. There are 62 subjects including 30 boys and 32 girls who are first graders of a senior high school and selected by researcher based on purposive sampling. They are randomly assigned to the experimental group (32 subjects with electronic textbook) and the control group (30 subjects with paper textbook). Wilcoxon signed ranks test and paired-samples t test were used to analyze the learning outcomes before and after the learning experiment. The same methods are also used to analyze the learning outcomes of the high-ability group and the low-ability group before and after the learning experiment. Besides, Mann-Whitney test and independent-samples t test were applied to analyze the learning achievements between the experimental group and the control group in the post-test. The results showed both subjects of experimental group and control group made significant progress between pre-test and post-test at terrain forces, rivers and coastal units. But in the karst, aeolian, glacial unit, the experimental group made significant progress between the pre-test and post-test, but the control group didn’t. In addition, in the post-test the learning achievement of experimental group is significantly better than the control group among terrain forces unit, rivers and coastal unit and karst, aeolian, glacial unit. In the terrain forces, rivers and coastal units, both the high-ability group and the low-ability group made significant progress, either experimental group or control group. In the karst, aeolian and glacial unit, the high-ability group didn’t make significant progress, but the low-ability group did. In the control group, both high-ability group and the low-ability group didn’t make significant progress. It showed that the electronic textbook is more supportive to the advanced unit and to those students of lower ability. Most subjects enjoy the use of electronic textbook, and they think the electronic textbook is effective and easy to use. They would recommend it to other people.