應用不同媒體融入教學對國中生學習成就之影響：以生物科技為例

Abstract

電腦多媒體的運用既是資訊融入教學的趨勢，也是政府機關強力推動的方針之一，但針對不同性質的課程，電腦多媒體是否都比其他傳統教學媒體更有學習成效，是有待實驗評估的。本研究針對七年級的學生，旨在探討不同的教學媒體對於國一學生學習生物科技的學習成就的影響，採準實驗研究法，以台北市某公立國民中學七年級四個班共134名學生為研究對象，兩個班以「靜態流程圖」為媒體，兩個班以「多媒體動畫」進行教學。比較兩組學生在教學後的學習成效。研究工具為「生物科技學習成就測驗」，施以前測、後測及延宕測驗，比較教學前後的學習成效是否有顯著差異(立即成效)，兩組之間的進步幅度是否有差異，及一個月後的學習成效(保留成效)是否有差異。另外探討不同媒體對於不同成就的學生群是否有不同的影響力。施測所得的結果以SPSS統計軟體的共變數分析進行統計考驗、處理。 所得結論如下： 1.動畫組或圖片組的「立即成效」和「保留成效」相對於教學前均有顯著差異。 2.動畫組和圖片組之間的「立即成效」無顯著差異。 3.動畫組的「保留成效」顯著優於圖片組。 4.圖片組的「保留成效」與「立即成效」相比具有顯著的退步，動畫組則沒有差異。 5.「低成就」與「高成就」學生的保留成效，動畫組顯著優於圖片組，「中成就」學生則沒有差異。 建議教師教授「系統流程圖」類的課程內容，可使用動畫為媒介，釐清圖形間的實際操作步驟，以建立更清楚的概念，使長期記憶區的知識較不容易遺忘。

The instruction with multimedia is not only the trend of integration of technology into teaching, but also one of the government strong agencies. For different types of courses, it should be tested that learning effectiveness in teaching with multimedia is better than other traditional instruction. This study aimed to investigate the effects of integrating different multimedia into biology learning on 7th-grade students. A quasi-experimental design was conducted with 134 junior high school students of 7th grade in Taipei city. The control group two classes of students were taught with the traditional “Static Flowchart” , the other experimental group two classes of students were taught with multimedia “Flash Animation”. The learning achievement of students were explored after they received different medias. "The Biotechnology Achievement Survey " was adopted as a instruments of analysis. Students’ learning achievement was measured by pre-test, post-test, and delayed post-test. The quantitative data were analyzed by t-test and ANCOVA to compare the differences between students in different media groups. And we compared the learning achievements of high-achievement students, average students and low-achievement students, to explore the differences between different achievement students in different media groups. the results of this research included: 1.There were significant differences on “immediate effect” and “reservation effect” of these two groups between before teaching and after. 2.There was no significant difference on “immediate effect” between the two groups. 3.Animation group’s “reservation effect” was significant better than picture group’s. 4.Picture group’s “reservation effect” was significant degeneracy, but animation group’s was not. 5.There were significant difference on “reservation effect” of high-achievement students and low-achievement students, and animation group’s “reservation effect” was better than picture group’s. We recommend that teachers use animation as a medium to teach "system flowchart", because it can not only make students’ establish a more clear concept of knowledge but advantage students’ long-term memory.