親子共學中運用教學媒體學習與學習內涵之特性分析研究: 以「Baby 愛自然」之學習內容為例
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2017
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Abstract
本研究以親子學習的觀點，以 McLuhan 的媒介論為主體，並輔以 Heinich、
Molenda、Russell 和 Smaldino 的教學媒體理論與朱則剛的教學科技理論，以實物為主要的核心概念真實的媒體與環境進行親子共學，因本研究之研究對象為一名三歲幼兒，因此以實際操作種植草莓、豬籠草與黃豆等植栽，與實地參訪為研究的基礎。
根據以上的概念，本研究以質性研究策略實施，研究實施之研究方法為參與觀察
法，研究者為課程的開發者、研究的執行者、研究的資料蒐集者，研究對象為研究者的三歲女兒，具體而言，本研究之研究目的為(1)進行 Baby 愛自然之親子共學時，有關教學媒體之選擇使用與學習相關特性分析。(2)進行 Baby 愛自然之親子共學時，學習者的身心反應影響之相關特性分析。
本研究提出結論：教學科技與教學媒體在親子共學中，扮演了重要的角色與應
用，可增加和持續強化親子共學的效應。從媒體環境的觀點，探討此次研究的實施，透過有系統的、有規劃的運用真實的環境與媒體進行親子共學，與實地參訪進行真實環境操作的學習，對於建立研究對象小蘋果之於愛護自然的態度與觀念，具有一定的成效。從媒體特性與學習的觀點，不同的媒體與不同的時機，在進行親子共學時會有不同的效果。三歲幼兒的身心、學習特性與情緒的掌握是不容易的，因此相關的學習規劃是具有重要性。
In this study, parent-child-learning perspective, in McLuhan's media theory as the mainstay, supplemented by Heinich, Molenda, Russell and Smaldino’s instructional media theory and Zhu Zegang’s instructional technology theory, the real object as the main core concept of real media and environment. Because the research object of this study is a three year-old child, so the actual operation of planting strawberries, Nepenthes and soybeans and field trips for the study. According to the above concept, the research is carried out by the qualitative research method, and the research method is the participant observation method. The researcher is the developer of the course, the researcher, the data collector, the subject was three-year-old daughter of the researcher, specifically, the purpose of this study is (1) The Baby loves nature of the parent-child learning, the choice of instructional media uses and learning-related characteristics of the analysis. (2) The Baby loves nature of the parent-child-learning, the learner's physical and psychological response to the impact of the characteristics of the analysis. This study concludes that instructional technology and instructional media play an important role in parent-child-learning, which can increase and continue to strengthen the effect of parent-child-learning. Therefore, instructional technology and instructional media have important value. From the media environment point of view, to explore the implementation of the study, through a systematic, planned use of the real environment and the media for parent-child learning, and site visits for real environmental learning, for the establishment of the study object for the love of nature of the attitude and the idea, has the certain effect. From the media characteristics and learning point of view, different media and different time, in the parent-child learning will have different effects. Three-year-old children's physical and mental, learning characteristics and emotional grasp is not easy, so the relevant study planning is important.
In this study, parent-child-learning perspective, in McLuhan's media theory as the mainstay, supplemented by Heinich, Molenda, Russell and Smaldino’s instructional media theory and Zhu Zegang’s instructional technology theory, the real object as the main core concept of real media and environment. Because the research object of this study is a three year-old child, so the actual operation of planting strawberries, Nepenthes and soybeans and field trips for the study. According to the above concept, the research is carried out by the qualitative research method, and the research method is the participant observation method. The researcher is the developer of the course, the researcher, the data collector, the subject was three-year-old daughter of the researcher, specifically, the purpose of this study is (1) The Baby loves nature of the parent-child learning, the choice of instructional media uses and learning-related characteristics of the analysis. (2) The Baby loves nature of the parent-child-learning, the learner's physical and psychological response to the impact of the characteristics of the analysis. This study concludes that instructional technology and instructional media play an important role in parent-child-learning, which can increase and continue to strengthen the effect of parent-child-learning. Therefore, instructional technology and instructional media have important value. From the media environment point of view, to explore the implementation of the study, through a systematic, planned use of the real environment and the media for parent-child learning, and site visits for real environmental learning, for the establishment of the study object for the love of nature of the attitude and the idea, has the certain effect. From the media characteristics and learning point of view, different media and different time, in the parent-child learning will have different effects. Three-year-old children's physical and mental, learning characteristics and emotional grasp is not easy, so the relevant study planning is important.
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親子共學, 教學科技, 教學媒體, Parent-child-learning, Instructional technology, Instructional media