臺南市國民小學高年級學生對互動式電子白板教學的學習態度   全文下載

A Study on Tainan City Fifth and Sixth Graders’ Learning Attitudes toward Interactive Whiteboard Teaching

本研究旨在了解臺南市國民小學（以下稱國小）高年級學生在認知、情感和行為三面向的學習態度，以及探討背景變項對互動式電子白板教學的學習態度是否有所差異。本研究以問卷調查方式進行研究，以臺南市國小高年級學生為研究對象。調查資料以描述性統計、獨立樣本t考驗、單因子變異數分析等方式進行統計分析。本研究獲得結論包含：一、國小高年級學生對電腦的使用及電子白板教學有充分的經驗。二、國小高年級學生對電子白板教學的學習態度持正向的看法。三、國小高年級學生的背景變項對電子白板教學的學習態度有顯著差異：（一）在「對教師使用電子白板教學的認知」、「對自身學習的助益」、「對電子白板教學的喜愛度」及行為面向上，男生高於女生；接受頻率為每天（5天）的學生高於無；（二）在「對電子白板教學的焦慮度」上，學校規模37班以上的學生高於13～36班；（三）在行為面向上，母親教育程度為大學（專科）的學生高於高中職或以下者；（四）在「對電子白板的認同感」、「對教師使用電子白板教學的認知」、「對自身學習的助益」、「對電子白板教學的喜愛度」及行為面向上，父母親非常贊成的學生顯著高於贊成、普通、不贊成及不清楚。

The purposes of this study were to understand Tainan City fifth and sixth graders’ learning attitudes toward interactive whiteboard teaching. The attitudes were divided into cognition, emotion, and behavior and students’ different backgrouds. In this research, questionnaire survey method was conducted. Moreover, the data was analyzed with various statistical methods including standard deviation and , t-test and ANOVA. The findings of the study were as follows: 1. The students were experienced in learning with computers and the interactive whiteboards. 2. The students held positive attitudes toward teachers’ teaching with the interactive whiteboard. 3. There were significant differences between the students’ background variables and their learning attitudes towards interactive whiteboard teaching. (1) There were significant differences in the cognitive orientation such as “teachers’ cognition of using the interactive white board,” “advantages to students’ learning,” the emotional orientation of “favorable teaching with the interactive whiteboard” and the behavior orientation. Boys were higher than girls. The students’ were in favor of learning with the interactive whiteboard 5 days a week. (2) There was a significant difference in the emotional orientation of “anxiety from teaching with the interactive whiteboard.” Schools with more than 37 classes were higher than those with 13-36 classes. (3) There was a significant difference in the behavior orientation. Mothers with a college degree are higher than those with no college degree. (4) There were significant differences in the cognitive orientation such as “the identity of the interactive whiteboard as a kind of teaching aid,” “cognition of teaching with interactive whiteboard,” “ advantages to students’ learning,” the emotional orientation of “favorable teaching with the interactive whiteboard ” and the behavior-orientation. Students’ parents who were very much in favor of the interactive white boards were significantly higher differences than those parents who were just in favor, ordinary, not in favor of, and unclear.