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不同認知型態學習者之電子教科書學習成效差異之分析 = Examinati...

國立高雄大學高階經營管理碩士在職專班(EMBA)

不同認知型態學習者之電子教科書學習成效差異之分析 = Examination of E-Book Learning Performance for Cognitive Styles: A Perspective of English Teaching in Tainan Municipal Anping Elementary School

紀錄類型:	書目-語言資料,印刷品 : 單行本
並列題名:	Examination of E-Book Learning Performance for Cognitive Styles: A Perspective of English Teaching in Tainan Municipal Anping Elementary School
作者:	邱鈴真,
其他團體作者:	國立高雄大學
出版地:	[高雄市]
出版者:	撰者;
出版年:	2011[民100]
面頁冊數:	106葉圖，表格 : 30公分;
標題:	資訊與通訊科技
標題:	ICT
電子資源:	http://handle.ncl.edu.tw/11296/ndltd/33103656211251343200
附註:	參考書目：葉86-99
摘要註:	近年來，由於資訊與通訊科技(ICT)的不斷推陳出新，加上資訊軟硬體產業的努力推動下，數位學習已發展出多種型態，例如互動電視、學習網站、電子白板、電子教科書、Wii、手機等等學習工具，以提供正規教育與非正規教育之在學或在職、企業內部、軍公教教育訓練、甚至家庭主婦、退休人士等之終生學習內容。然而，在知識學習的過程中，除了ICT是不可或缺的因素之外，學習者的認知風格更是學習成效的核心關鍵。但過去研究卻較少探討有關應用ICT教學時，不同的學習者認知風格是否有造成差異。本研究採實驗研究法，探討ICT中的電子書為教學媒介時，不同認知風格學習者是否會產生學習成效差異。在實驗研究法初先對國小317名五及六年級的學生施予認知風格量表測驗，並分類認知風格為直覺型與分析型。再施以一學期的電子書教學後，比較直覺型與分析型的學習成效。研究結果顯示：(1) 學生無論是分析型或直覺型在電子書教學前，其英語能力基本上並無顯著的差異；(2) 教師在實施電子書教學後，學生無論是分析型或直覺型在英語成效上並無顯著的差異；(3) 電子書教學對分析型個別的學生學習成效比對直覺型個別的學生學習成效影響變異來得大；(4) 整體來看整個分析型及直覺型兩個常態母體，在實施電子書教學後對分析型和直覺型整體學生之平均差異並不顯著。 With the consecutive innovation of Information and Communication Technology (ICT) coupled with efforts to promote IT hardware and software industries, e-learning has developed rapidly with diverse types of learning tools. For example, interactive television, learning sites, electronic whiteboards, electronic textbooks, Wii, mobile and so forth provide convenient tools to formal and informal education for such learners as students, employees, governors, housewives, and even retired persons. In addition to the vital variable of ICT, the learner's cognitive style could be the key factor that may influence the learning performance. However, previous studies pay less attention to the examination of learners’ cognitive styles on the learning performance under the ICT-mediated environment. The thesis conducts an experiment to examine the effect of learner’s cognitive styles on the learning performance. The e-book is used as the ICT-mediated tool in English teaching. There are 317 fifth-graders from Anping elementary school as participants in the experiment. They are divided into two groups with the intuitive and the analytical style each. Research results indicate that: (1) Before e-books used in teaching process, students regardless of intuitive style or analytical style show no significant effect on the basic ability of English. (2) Students of either intuitive style or analytical style show no significant effect on English performance. (3) The effect of e-book teaching on individual students of the analytical learning style show more significant than those of intuitive learning styles. (4) Both normal matrices of analytical and intuitive showed no significant effect on mean difference after the implementation of e-book teaching.

不同認知型態學習者之電子教科書學習成效差異之分析 = Examination of E-Book Learning Performance for Cognitive Styles: A Perspective of English Teaching in Tainan Municipal Anping Elementary School
邱, 鈴真

不同認知型態學習者之電子教科書學習成效差異之分析 = Examination of E-Book Learning Performance for Cognitive Styles: A Perspective of English Teaching in Tainan Municipal Anping Elementary School / 邱鈴真撰 - [高雄市] : 撰者, 2011[民100]. - 106葉 ; 圖，表格 ; 30公分.
參考書目：葉86-99.
資訊與通訊科技ICT

不同認知型態學習者之電子教科書學習成效差異之分析 = Examination of E-Book Learning Performance for Cognitive Styles: A Perspective of English Teaching in Tainan Municipal Anping Elementary School
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