李田英譚克平Tein-Ying LeeHak-Ping Tam蔡俊義Chun-Yi Tsai2019-09-052012-2-242019-09-052011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0595452119%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/104603本研究探討多重表徵教學與傳統教學對學生在酸鹼鹽單元的學習動機及學習成就是否會有所差異。研究對象為北市某國中二個八年級的班級共60位學生，研究採準實驗研究設計方式進行，其中實驗組學生有31人，實驗組之教學方式是以多重表徵呈現之「多重表徵教學法」；對照組學生有29人，對照組之教學方式則為教師板書及口語教學並配合課本實驗之「傳統教學法」。研究工具共有二項，其一為研究者自編之學習成就測驗：內容為酸鹼鹽的概念，並於教學完進行測驗，實測的Cronbach's α值為0.90；其二為由國立彰化師範大學林素華教授所領導的工作小組所研發出來的自然科學習動機量表：實施不同教學法前後分別測驗「自然科學習動機量表」，前測和後測的Cronbach's α值各為0.88 和0.89。研究結果如下：（一）實驗組學生在學習成就上顯著優於對照組學生；（二）實驗組學生在學習保留成效上顯著優於對照組學生；（三）實驗組學生在學習動機上顯著優於對照組學生。本研究建議如下：（一）教師多使用多重表徵進行教學，不但可以提昇學習動機低落的學生學習，更進一步可提昇學生的學習成就；（二）針對抽象的化學概念、學生不易連結的巨觀現象與微觀的本質或化學變化的過程之單元，如化學平衡或化學反應，可嘗試以多重表徵進行教學。（三）本實驗不實施酸鹼鹽成就測驗前測而以八年級上學期三次段考平均為起點行為，是因為重測會受到練習的影響，後測會受到前測的影響，會有練習的效應，因此不實施酸鹼鹽成就測驗前測。但經研究後發現，仍建議採用酸鹼鹽成就測驗前測，因為比較能夠看到學生透過教學後在哪些概念上有改善。This study is mainly explored whether or not the difference existed between students’ learning motivation and performance of Acids-Bases-Salts class with applying Multiple Representations Teaching and Traditional Teaching. Research object is 60 students of 2 Grade 8 classes from a junior high school in Taipei City. In addition, Quasi-Experimental Design is adopted to conduct this research. Experimental group is compose of 31 students and has been applied with “Multiple Representations Teaching”; meanwhile, applied “Traditional Teaching Methods”, including teachers’ blackboard-writing and oral teaching and textbook experiment, to 29 students in the control group of this study. There are 2 research tools in this study: One is the self-developed Learning Performance Test by the research: Contents were the concepts of Acids-Bases-Salts, and gave them a test after class. Cronbach's α value of actual test is 0.90; and the other is the Science Learning Motivation Scale which developed by the taskforce led by Prof. Su-Hwu Lin, National Changhua University of Education: Adopted the “Science Learning Motivation Scale” to test students before and after conducting different teaching methods. Cronbach's α values of pre-test and post-test are 0.88 and 0.89 respectively. Research results are as follows: (1) the learning performance of students in the experimental group is significantly better than those in the control group; (2) students in the experimental group have significantly learning retention effectiveness than students in the control group; and (3) students in the experimental group have better learning motivation than students in the control group. As a result, some suggestions are proposed in this study as follows: (1) teachers can use Multiple Representations more often to teach, that is not only able to increase the learning for students with low learning motivation, but also can further improve students’ learning performance; (2) aim at the abstract chemistry concepts, the macro phenomena and micro properties that students are difficult to combine and understand, or the lessons of chemical change process, such as chemical balance or reaction, teachers can try to adopt Multiple Representations to conduct their teaching. (3) In this study, the pre-test of Acids-Bases-Salts Performance Test would not be applied but adopted the average of 3 mid-term examinations in the 1st semester of Grade 8 as the entering behavior. Due to the repeated test will be influenced by practices and post-test will be affected by pre-test, practices will have some effects on those tests; as a result, pre-test will be ignored in this study. However, the research results showed and suggested that the pre-test of Acids-Bases-Salts Performance Test should still be took place since teachers could have better understanding about students’ improvement in what concepts after class then.學習成就學習動機學習保留多重表徵傳統教學learning achievementlearning motivationLearning retentionmultiple representationtraditional instruction