不同電子白板互動模式之教學順序對學生英語學習成效及學習態度之影響-以國小六年級為例

Abstract

電子白板互動模式可分為師生互動、學生教材互動及同儕互動三種模式，本研究主要探討使用不同電子白板互動模式之教學順序對學生學習成效及學習態度之影響。 本研究採準實驗研究方法進行，研究對象為臺北市某國小六年級學生，分成實驗A 組及實驗B 組兩組，兩組皆進行六週十八堂課的電子白板英語教學。實驗A 組接受由學生中心至教師中心的電子白板互動模式：先接受同儕互動教學模式，再接受學生教材互動模式，最後再進行師生互動模式的電子白板教學；實驗B 組則接受由教師中心至學生中心的電子白板互動模式：先進行師生互動教學模式，接著學生教材互動模式，最後再進行師生互動模式的電子白板教學。 本研究以相依樣本t 檢定比較兩組實驗組學習成效及學習態度前後測，結果發現兩組實驗組學習成效及學習態度前後測成績均無顯著差異。另外以獨立樣本t 檢定比較兩組實驗組學習成效及學習態度後測成績及前後測變化，結果發現兩組實驗組學習成效及學習態度後測成績並無顯著差異。 本研究根據數據分析結果提出結論如下： 一、不同順序電子白板互動模式對學生學習成效的影響並無顯著差異。 二、不同順序電子白板互動模式對學生學習態度的影響並無顯著差異。 根據研究結果建議未來從事電子白板教學者可以不需考慮電子白板模式順序，而是依據學生特質採用適當的電子白板教學模式；建議未來從事電子白板相關研究者改以未接觸過電子白板的學習者為研究對象，以避免過去操作習慣所造成的影響，或是將研究時間拉長以期能看到不同電子白板互動模式對學生更全面的影響。

There are three types of different interaction mode of interactive whiteboard(IWB): learner-instructor interaction mode, learner-content interaction mode and learner-learner interaction mode. The purpose of this study is to investigate the effect of using different sequence of the interaction mode on English learning achievement and attitude. A quasi-experimental design was employed to examine the impact of IWB on the aspects of students’ English learning attitude and achievement. Fifty two sixth graders from a given elementary school in Taipei city was involved in the study. There were two experimental groups. Both of the experimental groups had 18 English classes with whiteboard within 6 weeks. The experimental group A was taught fromstudent-centered to teacher-centered mode which was learner-learner interaction mode first, then learner-content interaction mode, and learner-instructor interaction mode last. In the contrast, the experimental group B was taught from teacher-centered to student-centered mode, which is learner-instructor interaction mode first, then learner-content interaction mode, and learner-learner interaction mode last. Paired t test was applied to investigate the differences between the pre-tests and post-tests of the two groups. The result showed that there was no significant progress in English achievement and learning attitude in both experimental groups. Then,independent t-test was applied to investigate the differences between the post-tests of the two groups. The result showed that there was no significant difference between the two groups in English achievement and learning attitude. After statistical analysis, the conclusions are as follows: 1.There is no significant difference between the effect of two different sequences of IWB interaction mode on English learning achievement. 2.There is no significant difference between the effect of two different sequences of IWB interaction mode on English learning attitude. Here are some suggestions to teachers and researchers according to this study conclusion. The suggestion to teachers is that they can choose different interaction mode according to the students' reaction instead of the sequence of the mode. The suggestions to researchers are that they can do the study on the students without IWB experience to avoid the interference of past experience, or they can take a long-term study to make sure they can see the effect of each interaction mode more clearly.