陳明溥Min-Puu Chen蕭貴徽Kuei-Hui Hsiao2019-08-292012-6-252019-08-292009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0696080072%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92998本研究的目的在探討不同的資訊科技融入教學模式與學習風格，對國小學生藝術鑑賞的學習表現及學習滿意度之影響。研究對象為國小五年級共77位學生。研究設計採因子設計之準實驗研究法，自變項包含資訊科技融入教學模式與學習風格。資訊科技融入教學模式依照教學情境的不同，分為「專家示範」與「反思提問」兩種模式；學習風格依據學習風格量表之檢測分數，將學生分為「具體經驗」與「抽象概念」兩種類型。依變項包含藝術鑑賞學習表現及藝術鑑賞學習滿意度，藝術鑑賞學習表現分為內容描述、形式分析、意義詮釋及價值判斷四個面向；藝術鑑賞學習滿意度分為學習動機與內容、教師教學策略、學習輔助工具有效性及學習輔助工具易用性四個面向。 研究結果發現：(1)反思提問式資訊科技融入教學，能增進學生價值判斷的藝術鑑賞學習表現；(2)情境式的學習歷程與具體經驗型學生的學習偏好相符，使得其藝術鑑賞學習表現較抽象概念型佳；(3)運用適切設計的多媒體簡報、情境動畫及學習單輔助藝術鑑賞教學，能使學生產生正向之藝術鑑賞學習滿意度。The purpose of this study was to investigate the effects of information and communication technology and learning styles on elementary school students' performance and satisfaction toward art appreciation. The methodology of this study was quasi-experimental design. The participants in the study were 77 elementary school students and were assigned into the Group of Critical Inquiry Information and Communication Technology (CI) and the Group of Mentoring-based Information and Communication Technology (MB) by class. The participants' learning styles were categorized into the Concrete Experience (CE) or Abstract Conceptualization (AC). The results showed that (a) CI facilitated students' art appreciation performance on high level learning; (b) the CE students performed better in art appreciation than AC students due to learning preferences of CE students matched the methods of situated learning; (c) the application of information and communication technology promoted the students' satisfaction on art appreciation learning in the study.藝術鑑賞資訊科技融入教學情境學習學習風格art appreciationinformation and communication technologysituated learninglearning style