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題名 數位教材適性設計在國中多項式乘法教學的應用
The Application of Adaptive Designs of Digital Material for Teaching Polynomial Multiplication in Junior High School
作者 張琇如
貢獻者 詹志禹
Chan, Chih-Yu
張琇如
關鍵詞 認知引導策略
適性設計
內在動機
學習風格
Cognitive guiding strategy
Adaptive design
Intrinsic motivation
Earning style
日期 2018
上傳時間 1-十月-2018 12:18:02 (UTC+8)
摘要 本研究旨在探討多項式乘法在數位教材的適性設計，透過三種教材類型（箭頭型、長方形面積型與基因棋盤格型）為前導組織體，探討教材類型、認知引導方式與學習者的學習風格對學習者的認知引導適合度、內在動機與學習效果的影響，也就是探討教材設計對數位教材適性程度的可能影響，希望對數位教材的適性化程度有更深入的了解。
依據結果的分析，本研究主要的研究發現如下：
（1）在學習風格上，學生在類型的分佈上感知視覺型的學習者偏多。此外，直覺文字型與直覺視覺型的學習者較適合箭頭型的引導策略。（2）在內在動機上，三種教材類型的認知引導策略下的內在動機都顯著優於前測的內在動機，認知引導適合度對內在動機具有顯著而正向影響。（3）在認知引導適合度上，適合度越高則有學習效果越好的傾向；在認知負荷上，低認知負荷的學習效果都顯著優於高認知負荷的學習效果。（4）學習效果會受教材類型、認知引導適合度與學習風格的影響。
The aim of this research is to investigate some adaptive designs of learning material for teaching polynomial multiplication. A purposive sampling of 357 junior high school students participated in the current study. Three types (arrowhead, rectangular area, and genetic checkerboard) of digital learning materials were designed as advance organizers and their relationships with learning styles and effects on appropriateness of cognitive guiding strategies, intrinsic motivation, and learning performance were investigated. It was found that, among four learning styles, the highest percentage of students appeared in the category of “Sensing and Visual.” In addition, students with learning styles of “Intuitive-Verbal” and “Intuitive-Visual” are more adaptive to arrowhead types of learning material than those with other learning styles. It was also found that the level of intrinsic motivation in learning three types of digital materials were higher than those on pretest. Furthermore, the adaptiveness of three types of cognitive guiding strategies is beneficial to intrinsic motivation. Students with low cognitive load performed better than those with high cognitive load. Finally, it was concluded that learning performances were affected by designing types of learning materials, adaptiveness of cognitive guidance and learning styles.
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描述 博士
國立政治大學
教育學系
100152512
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0100152512
資料類型 thesis
dc.contributor.advisor 詹志禹zh_TW
dc.contributor.advisor Chan, Chih-Yuen_US
dc.contributor.author (作者) 張琇如zh_TW
dc.creator (作者) 張琇如zh_TW
dc.date (日期) 2018en_US
dc.date.accessioned 1-十月-2018 12:18:02 (UTC+8)-
dc.date.available 1-十月-2018 12:18:02 (UTC+8)-
dc.date.issued (上傳時間) 1-十月-2018 12:18:02 (UTC+8)-
dc.identifier (其他 識別碼) G0100152512en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/120302-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 100152512zh_TW
dc.description.abstract (摘要) 本研究旨在探討多項式乘法在數位教材的適性設計，透過三種教材類型（箭頭型、長方形面積型與基因棋盤格型）為前導組織體，探討教材類型、認知引導方式與學習者的學習風格對學習者的認知引導適合度、內在動機與學習效果的影響，也就是探討教材設計對數位教材適性程度的可能影響，希望對數位教材的適性化程度有更深入的了解。
依據結果的分析，本研究主要的研究發現如下：
（1）在學習風格上，學生在類型的分佈上感知視覺型的學習者偏多。此外，直覺文字型與直覺視覺型的學習者較適合箭頭型的引導策略。（2）在內在動機上，三種教材類型的認知引導策略下的內在動機都顯著優於前測的內在動機，認知引導適合度對內在動機具有顯著而正向影響。（3）在認知引導適合度上，適合度越高則有學習效果越好的傾向；在認知負荷上，低認知負荷的學習效果都顯著優於高認知負荷的學習效果。（4）學習效果會受教材類型、認知引導適合度與學習風格的影響。		zh_TW
dc.description.abstract (摘要) The aim of this research is to investigate some adaptive designs of learning material for teaching polynomial multiplication. A purposive sampling of 357 junior high school students participated in the current study. Three types (arrowhead, rectangular area, and genetic checkerboard) of digital learning materials were designed as advance organizers and their relationships with learning styles and effects on appropriateness of cognitive guiding strategies, intrinsic motivation, and learning performance were investigated. It was found that, among four learning styles, the highest percentage of students appeared in the category of “Sensing and Visual.” In addition, students with learning styles of “Intuitive-Verbal” and “Intuitive-Visual” are more adaptive to arrowhead types of learning material than those with other learning styles. It was also found that the level of intrinsic motivation in learning three types of digital materials were higher than those on pretest. Furthermore, the adaptiveness of three types of cognitive guiding strategies is beneficial to intrinsic motivation. Students with low cognitive load performed better than those with high cognitive load. Finally, it was concluded that learning performances were affected by designing types of learning materials, adaptiveness of cognitive guidance and learning styles.en_US
dc.description.tableofcontents 目 次　　　　　　　

摘 要 V
圖目錄 IX
表目錄 XIII
第一章 緒 論 1
第一節 研究動機 1
第二節 研究目的 7
第三節 待答問題 8
第四節 名詞釋義 9
第二章 文獻探討 15
第一節 學習風格 15
第二節 內在動機理論 21
第三節 前導組織體與工作範例 24
第四節 多項式乘法與多元呈現認知管道 32
第五節 認知負荷與基模理論 45
第三章 研究設計與實施 51
第一節 研究架構與變項 51
第二節 研究對象 58
第三節 研究工具 61
第四節 實驗流程 74
第五節 資料統計與處理 80
第四章 研究發現/資料分析 87
第一節 研究背景與現況分析 87
第二節 認知引導適合度受教材類型、學習風格與數學成績的影響 93
第三節 內在動機與教材類型、認知引導適合度與學習風格的關係 113
第四節 學習效果受教材類型、學習風格與認知引導適合度的影響 131
第五節 路徑分析 146
第五章 結論、討論與建議 163
第一節 主要的研究發現 163
第二節 討論 164
第三節 結論 169
第四節 建議 173
參考文獻 177
一、中文部分 177
二、外文部分 180
附錄 197
附錄一、學習風格問卷 197
附錄二、內在動機問卷 199
附錄三、認知相關問卷 201
附錄四、二項式乘法實驗的佈題結構 202		zh_TW
dc.format.extent 3530501 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0100152512en_US
dc.subject (關鍵詞) 認知引導策略zh_TW
dc.subject (關鍵詞) 適性設計zh_TW
dc.subject (關鍵詞) 內在動機zh_TW
dc.subject (關鍵詞) 學習風格zh_TW
dc.subject (關鍵詞) Cognitive guiding strategyen_US
dc.subject (關鍵詞) Adaptive designen_US
dc.subject (關鍵詞) Intrinsic motivationen_US
dc.subject (關鍵詞) Earning styleen_US
dc.title (題名) 數位教材適性設計在國中多項式乘法教學的應用zh_TW
dc.title (題名) The Application of Adaptive Designs of Digital Material for Teaching Polynomial Multiplication in Junior High Schoolen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 參考文獻
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dc.identifier.doi (DOI) 10.6814/DIS.NCCU.EDU.010.2018.F02en_US