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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/113948


    Title: 以概念學習為基礎之數位活動設計  以國小「家電與用電安全」為例
    Authors: 郭萬福
    Keywords: 數位學習;概念學習;家電;用電安全;短路概念
    E-Learning;Conceptual learning;Household appliances;Safe use of electricity;Concept of short circuit
    Date: 2005
    Issue Date: 2017-10-23 10:32:51 (UTC+8)
    Abstract: 數位學習(E-Learning)乃是應用資訊科技、網際網路WWW，透過有線或無線網路，取得數位教材或多媒體資訊教材，進行線上或離線之學習活動，可同時、同地點或異時、異地，單獨或群體進行互動之學習活動，來達到學科知識與技能學習的目的。數位學習提供一個適當的模擬環境給學習者學習，因此，在設計數位學習教材之學習環境時，必需參考相關教學理論、學習理論與軟體設計理論。本研究依據以上原則，配合教育理論以「概念學習」為基礎，以資訊網路數位化教材，對於國小自然與生活科技課程，以「家電與用電安全」單元為例，分析學生概念的改變，並探討學生對使用數位學習活動之態度，以作為發展數位學習活動的參考。
    一、實驗組經「家電與用電安全」單元之「數位學習」活動學習後，經過SPSS獨立樣本T檢定結果：變異數F=3.450已達顯著水準，表示實驗組學習成效顯著優於控制組。
    二、本「數位學習」對兒童學習「家電與用電安全」單元，可增加學習興趣，幫助兒童了解家電的功能與使用方法、電路的概念、購買家電時要注意的事項與避免用電意外的發生。
    三、對加強用電安全與防止觸電概念方面：發現有65.52%的兒童概念不清楚。因此推論兒童對用電安全與防止觸電的概念清楚者比率較低。
    四、概念學習類型可分為：
    1.增強學習型：原來的想法得到增強包括「正確概念」與「另有概念」都有可能。
    2.同化學習型：學習者將新概念同化到他原有的概念架構中，產生概念的改變。
    3.重組學習型：學習者可以重組或分化原有的概念，藉此來接受新的知識概念。
    4.替換學習型：新的概念替換原有的概念，新的概念轉變為學習者概念生態的一部份。
    5.虛假學習型：學習者試圖配合所謂正確的標準答案，原來的概念沒變。
    6.逃避學習型：學習者逃避學習，原來的概念沒變。
    E-Learning is the application of computer technology and internet WWW to get digital teaching material or multi-media material through cable or Wireless network for on-line/off-line learning activities. In the meanwhile, E-Learning can be conducted individually or in groups for interactive learning at the same or different time and place. E-Learning can also provide or set up a proper simulated condition for learners.
    Therefore, in designing E-Learning environment,related teaching theory, learning theory, and software teaching theory should be taken into account. This study was based on the above-mentioned principles and conceptual learning to analyze the change of elementary school students’ concept about the safe use of household appliances and to develop E-Learning by researching students’ learning attitude toward E-Learning. The following are the discoveries of this study.
    1.After E-Learning on the use of household appliances, the experimental group took the Test and had the variance F=3.450,obviously showing a high standard and superiority to the controlled group.
    2.This E-Learning on the safe use of household appliances increased children"s interest to learn electricity and helped them how to correctly use household appliance through the understanding of passing circuit, broken circuit and short circuit. In addition, it enabled students how to choose household appliances when buying and how to avoid electric shocks and prevent other accidents.
    3.As to the safe use of electricity and the avoidance of electric shocks,this study found that 65.52e children did not know how to save a preson from getting an electric shock by turning off the switch or using a dry stick of wood to remove the electric wire. This indicated that children in general were weak in the concept of preventing electric shocks.
    4.Conceptual learning can be classified as the following types.
    (1) Strengthening learning?Learners" former knowledge,including correct concepts and misconception will be increasingly strengthened.
    (2) Assimilating learning?Learnes" new concepts will be assimilated into their former concepts to form conceptual change.
    (3) Rearranging learning?Learners" former concepts will be rearranged or differentiated so as to obtain new knowledge.
    (4) Substitute learning?Learners" new concepts will substitute for the old concepts and thus form part of their other new concepts.
    (5) Pretended learning?Learners" try to go with the so-called standard answer without changing their concepts.
    (6) Dodging learning ? Learners dodge learning and their concepts do not change at all.
    Relation: TANET 2005 台灣網際網路研討會論文集
    中小學數位學習系統
    Data Type: conference
    Appears in Collections:[TANET 台灣網際網路研討會] 會議論文

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