運用線上帶領五階段於國小國際教育課程教學成效之研究

A Study of the Application of the Five-Stage Model to Primary School“International Education”Course

受到covid-19疫情影響，改變了人類的生活，教育也有了不一樣的風貌，本研究旨在透過跨校同步遠距教學融入線上帶領五階段，探究此上課方式是否能提升學生的學習動機與學習成效。本研究以臺北市A國小六年級學生及新北市B國小五年級學生為研究對象，進行跨校同步遠距教學。透過學習動機量表、自評學習成效問卷、學生心得回饋、協同教師建議、教師省思札記及訪談，以了解跨校同步遠距教學融入線上帶領歷程中，學生的學習動機與學習成效。本研究結果發現如下：跨校同步遠距教學能有效促進兩校同儕交流學習，對學生的學習動機與學習成效有正向影響。1.跨校同步遠距教學應避免長時間線上學習，並建立學習者溝通平臺，讓學習者或小組間能進行跨校討論。2.線上帶領應循序漸進，配合多元的學習活動，並給予學生充分的討論時間。3.跨校同步遠距課程人數眾多，須適當分配學生任務與上臺分享機會。

Abstract. In recent years, the covid-19 epidemic has changed the lives of human beings, and many social activities have been restricted as a result. Based on this, the purpose of this study is to understand what difficulties are encountered in the teaching process and whether this method of teaching can enhance students' motivation and learning effectiveness through the Inter-institutional Synchronous Distance Learning into 5-stage model of E-moderating.The study aims to understand students' motivation and learning effectiveness of the Inter-institutional Synchronous Distance Learning curriculum of international education course. The participants involved in this study are sixth grade students Elementary School A (Taipei City) and fifth grade students Elementary School B (New Taipei City). In addition, the research data is collected through learning motivation scale, self-assessment learning effectiveness questionnaires, student feedback, collaborative teacher suggestions, teacher reflection journals, and interviews. The findings of this study are as follows: 1.Inter-institutional Synchronous Distance Learning can break the limitations of distance and epidemic, and it also stimulates the interaction between two schools, which causes a positive impact on students' motivation and learning outcomes. 2.Inter-institutional Synchronous Distance Learning should avoid long hours of online learning and establish a platform for learner’s communication so that learners or small groups can discuss across domains. 3.E-moderating should be taken step by step, give students enough time for discussion, and consist diverse learning activities. 4.When the number of students in an Inter-institutional Synchronous Distance Learning course is large, students should be appropriately assigned tasks, such as more opportunities to present on stage.