學生網路出題教學策略對國小學生生命教育學習成效之影響

The Effects of an Online Student-Generated Questions Strategy on Elementary Student Learning of Life Education

本研究主要探討網路學生出題策略對國小生命教育學習成效之影響，採不等組前後測準實驗設計研究法，以臺南市一國小四年級兩班（共54位）學生為研究對象，使用網路出題系統進行學習。經實驗教學七週每週二節綜合活動，進行生命教育繪本教學以及學生出題或網路學習單填寫活動。資料以單因子多變項共變數分析、單因子共變數分析、單一樣本t 考驗進行統計分析，結果發現：
一、網路學生出題組與網路傳統學習單組在自我概念無顯著差異。
二、網路學生出題組與網路傳統學習單組在學科態度無顯著差異。
三、網路學生出題組學生在學習經驗各分量表（學習滿意度、學力提昇及學習焦慮）得分達顯著差異。
文末根據研究發現提出未來教學與研究建議。

This study investigated the comparative effects of an online student-generated questions strategy and a traditional worksheet approach on elementary student learning of life education. A pretest and posttest quasi-experimental research method was adopted for this study. Fifty-four 4th-grade students from two intact classes from one elementary school in Tainan participated. An online learning system named QuARKS was used to support relevant learning activities for 7 consecutive weeks. Data were analyzed using multivariate analysis of covariance, analysis of covariance and one-sample t tests. The results from data analysis are as follows:
1. The experimental and control groups did not differ significantly on the selfconcept scale.
2. The experimental and control groups did not differ significantly in their attitude toward life education.
3. The experimental group perceived the student-generated question activity significantly positively in terms of learning satisfaction, learning ability enhancement and learning anxiety.