國小二年級學童數位學習能力與策略之研究

A Study of the Digital Learning Strategies of Second Grade Students

近年來國小學童在數位學習環境下，所發展出來的學習策略是受到重視的一個資訊科技應用議題，因此本研究以質化探索性的方式，深入了解九年一貫第一屆學童的數位學習能力及策略。本研究為個案研究，以新竹市「園區」安親班二年級的學童十名為主要的研究對象，採焦點團體訪談法、一對一學童上機實驗觀察法及文件分析法實行研究。其主要研究目的在深入瞭解當數位學習Hyperbook系統實際融入國語科「淡水小鎮」一課輔助學習時，對國小學童的學習策略有何影響。本研究主要的發現為﹕大部分參與的學童能夠使用認知策略中的演練策略及精緻化策略，並能運用些許批判思考策略，但均未使用任何的組織策略。至於後設認知策略的運用，除了規範策略外，並未發現學童有任何這方面的學習技巧。

The issue of elementary school children's learning strategies, developed in a digital learning environment, has recently attracted more attention. This case study utilized a qualitative research method, including focus group interviews, one-on-one digital learning observations, and document analyses in order to understand the digital learning abilities and strategies of second-grade students using the grade 1-9 curriculum. The participants in this study were ten second-grade students, eight and nine years old, from an elementary school in Hsi-Chu, Taiwan. The main purpose of this study was to investigate the strategies developed under the digital learning Hyperbook system while children were taking the course "Little Tamsui Town" in the Chinese Language Class. The results show that most participants could use rehearsal and elaboration strategies and few critical thinking strategies; however, they did not use any organizational strategies as part of their cognitive strategies. In the use of metacognitive strategies they could only apply some regulating strategies.