多元教學與評量對國小學童學習態度及學習焦慮之影響

Multiple Teaching and Assessment on Elementary Students Learning Attitude and Learning Anxiety Affect

本研究依據多元教學與評量理論，配合學生的學習發展及社會領域相關單元之問題，編擬出多元教學方式與評量方法，探討社會領域多元教學與評量對國小學生學習態度及學習焦慮之影響。本研究選擇以屏東縣某國小六年級學生為研究對象。四班中，抽取二班學生為研究對象，分為實驗組和控制組，經過四週的實驗教學後，進行多元教學與評量及傳統教學與評量之比較，並對學生在教學前後與其所填答的資料進行分析。本研究的研究工具為社會領域學習態度量表與社會領域學習焦慮量表。使用的資料分析方法為獨立樣本共變數分析與質性分析。透過在國小社會領域多元化教學與評量的實施，研究結果如下：（1）歸納出實際可行的多元教學與評量途徑，包括教材多樣化、合作學習與分組競爭、媒體多元化、與評量生活化；（2）多元教學與評量組與傳統教學與評量組的學生在社會領域學習態度上有顯著差異；（3）多元教學與評量組及傳統教學與評量組的學生在社會領域學習焦慮上沒有顯著差異。最後並提出解決方法與建議，供日後在國小社會領域進行多元教學與評量時之參考。

This study adopted the theory of multiple teaching and assessment to match up students' learning development and the problems of related units in Social Studies. Multiple teaching and assessment methods were designed to explore the effects of multiple teaching and assessment in Social Studies on elementary school students' learning attitudes and learning anxiety. This study applied convenience cluster sampling to select one elementary school sixth-year students in Pingtung County as subjects. Two from four classes were pick out to be the subjects and they were divided into the experimental group and control group. After the experimental instruction of four weeks, the author compared the results of multiple teaching methods and traditional instruction. Besides, the materials of students' pre- and post- experiment responses were also analyzed. The experimental instruments in this study were the scale of Social Studies learning attitudes and the scale of Social Studies learning anxiety. The methods adopted were ANCOVA for independent samples and qualitative analysis. The results of the experimental action research of multiple teaching and assessment on elementary school Social Studies were as follows：（1）To induce practical and workable multiple teaching and assessment methods, including the variety of teaching materials, the individualization of teaching methods, the animation of teaching medias, and real life situation assessments（. 2）Possible problems caused by the analysis of multiple teaching and assessments includes：the pressure of time and schedule, the difficulty of changing students' original learning habits, the hardship of fair and objective assessment results, and the lost of parents' concepts of assessment.（3）There was significant difference of students' Social Studies learning attitudes between the multiple teaching and assessment group and the traditional instruction group.（4）There was no significant difference of students' Social Studies learning anxiety between the multiple teaching and assessment group and the traditional instruction group. At last, the author provided solutions and suggestions as references for future multiple learning and assessments.