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題名 高中學生自攜行動學習載具輔以課堂學習對於5C關鍵能力與學習成效影響之縱向研究
The Effects of Senior High School Students’ Classroom Learning Supported with BYOD on Learning Performance and 5C Competence: A Longitudinal Study作者 許哲偉
Hsu, Che-Wei貢獻者 陳志銘
Chen, Chih -Ming
許哲偉
Hsu, Che-Wei關鍵詞 5C關鍵能力
自攜行動學習載具
行動學習
學科學習成就
5C key competencies
BYOD
mobile learning
learning effect日期 2019 上傳時間 7-Aug-2019 17:21:40 (UTC+8) 摘要 面對一日千里的科技發展以及瞬息萬變的全球化競爭，我國教育部提出了包括溝通協調能力、團隊合作能力、複雜問題解決能力、獨立思辨能力及創造力之5C關鍵能力，藉以促進學習與教學的創新，培養學生具備面對21世紀的關鍵核心能力，而許多研究指出ICT (Information and Communication Technology)可以作為促進5C關鍵能力的有效工具，其中「自攜行動學習載具」被視為主要可以應用的教育科技之一。過去研究指出自攜行動學習載具輔以課堂學習，可有效輔助學生的學習，但也有部分研究指出可能帶來負面的影響。鑒此，本研究採用準實驗研究法，以台北市某一高中一年級4班，共136名學生為研究對象，其中2班67名學生為採用「自攜載具輔以課堂學習」的實驗組，另2班69名學生則為採用「傳統課堂教學」的控制組，在長達一個學期的學習期間下，探討兩組學生在各學科學習成效及5C關鍵能力的表現是否具有顯著差異。此外，亦進一步探討不同性別及數位科技使用態度之兩組學生，在學習成效及5C關鍵能力的表現上是否具有顯著差異。研究結果發現：(1)採用自攜行動學習載具輔以課堂學習的實驗組學生，在各學科之學習成效上與控制組沒有顯著差異，可以維持一般教學一樣的各學科學習成效；(2)採用自攜行動學習載具輔以課堂學習的實驗組學生，在5C關鍵能力的表現均顯著優於採用傳統課堂教學的控制組學生；(3)相較於一般傳統課堂教學，採用自攜行動學習載具輔以課堂學習的學習方式，能有效提升男性學生的溝通協調能力及創造力，女性學生的解決問複雜問題能力及創造力。基於上述結果，本研究建議課堂可多使用自攜行動學習載具輔以課堂學習，以利於提升學生5C關鍵能力，亦建議未來我國在12年國教新課綱的實施上，應導入自攜行動學習載具輔以課堂學習，發展可以以促進學生核心素養導向的學習模式。
Facing the rapid development of information technology and ever-changing global competition, the Ministry of Education has proposed 5C key competencies including communication, collaboration, complex problem solving, critical thinking and creativity to drive learning and teaching innovation with the purpose of fostering students’ key core competencies for the 21st century. Many studies have shown that ICT (Information and Communication Technology) can be an effective tool to promote the 5C key competencies of students and BYOD (bring your own device) is suggested as one of the major educational technologies that can be applied.Previous research has proved that BYOD can effectively support students’ learning, but some other studies also indicated negative impacts. In this study, a quasi-experimental design was adopted to examine the effects of BYOD on students’ learning achievement and 5C competencies. One hundred and thirty-six tenth-graders from four classes of a senior high school in Taipei City were selected as the research participants. Among them, 67 students from two classes were assigned to the experimental group that adopted “classroom learning supported with BYOD” and 69 students from another two classes were assigned to the control group that adopted “conventional learning.” The experiment was implemented throughout the whole semester. In addition, the effects of BYOD-supported classroom learning for students with different genders and different interactive media using attitudes were also investigated.The findings of this research are summarized as follows: (1) there were no significant differences between the experimental and control groups in learning effect. (2) Students who adopted the “classroom learning supported with BYOD” performed significantly better on 5C key competencies than those who applied “conventional learning.” (3) “Classroom learning supported with BYOD” can better promote male students’ communication and creativity competencies and also enhance female students’ complex problem solving competency and creativity.Based on the results of this study, it is confirmed that the “classroom learning supported with BYOD” can help improve the 5C key competencies. 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A Constructivist Mobile Learning Environment Supported by a Wireless Handheld Network. Journal of Computer Assisted Learning, 20(4), 235-243. 描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
106913009資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106913009 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih -Ming en_US dc.contributor.author (Authors) 許哲偉 zh_TW dc.contributor.author (Authors) Hsu, Che-Wei en_US dc.creator (作者) 許哲偉 zh_TW dc.creator (作者) Hsu, Che-Wei en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-Aug-2019 17:21:40 (UTC+8) - dc.date.available 7-Aug-2019 17:21:40 (UTC+8) - dc.date.issued (上傳時間) 7-Aug-2019 17:21:40 (UTC+8) - dc.identifier (Other Identifiers) G0106913009 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/125111 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊學數位碩士在職專班 zh_TW dc.description (描述) 106913009 zh_TW dc.description.abstract (摘要) 面對一日千里的科技發展以及瞬息萬變的全球化競爭，我國教育部提出了包括溝通協調能力、團隊合作能力、複雜問題解決能力、獨立思辨能力及創造力之5C關鍵能力，藉以促進學習與教學的創新，培養學生具備面對21世紀的關鍵核心能力，而許多研究指出ICT (Information and Communication Technology)可以作為促進5C關鍵能力的有效工具，其中「自攜行動學習載具」被視為主要可以應用的教育科技之一。過去研究指出自攜行動學習載具輔以課堂學習，可有效輔助學生的學習，但也有部分研究指出可能帶來負面的影響。鑒此，本研究採用準實驗研究法，以台北市某一高中一年級4班，共136名學生為研究對象，其中2班67名學生為採用「自攜載具輔以課堂學習」的實驗組，另2班69名學生則為採用「傳統課堂教學」的控制組，在長達一個學期的學習期間下，探討兩組學生在各學科學習成效及5C關鍵能力的表現是否具有顯著差異。此外，亦進一步探討不同性別及數位科技使用態度之兩組學生，在學習成效及5C關鍵能力的表現上是否具有顯著差異。研究結果發現：(1)採用自攜行動學習載具輔以課堂學習的實驗組學生，在各學科之學習成效上與控制組沒有顯著差異，可以維持一般教學一樣的各學科學習成效；(2)採用自攜行動學習載具輔以課堂學習的實驗組學生，在5C關鍵能力的表現均顯著優於採用傳統課堂教學的控制組學生；(3)相較於一般傳統課堂教學，採用自攜行動學習載具輔以課堂學習的學習方式，能有效提升男性學生的溝通協調能力及創造力，女性學生的解決問複雜問題能力及創造力。基於上述結果，本研究建議課堂可多使用自攜行動學習載具輔以課堂學習，以利於提升學生5C關鍵能力，亦建議未來我國在12年國教新課綱的實施上，應導入自攜行動學習載具輔以課堂學習，發展可以以促進學生核心素養導向的學習模式。 zh_TW dc.description.abstract (摘要) Facing the rapid development of information technology and ever-changing global competition, the Ministry of Education has proposed 5C key competencies including communication, collaboration, complex problem solving, critical thinking and creativity to drive learning and teaching innovation with the purpose of fostering students’ key core competencies for the 21st century. Many studies have shown that ICT (Information and Communication Technology) can be an effective tool to promote the 5C key competencies of students and BYOD (bring your own device) is suggested as one of the major educational technologies that can be applied.Previous research has proved that BYOD can effectively support students’ learning, but some other studies also indicated negative impacts. In this study, a quasi-experimental design was adopted to examine the effects of BYOD on students’ learning achievement and 5C competencies. One hundred and thirty-six tenth-graders from four classes of a senior high school in Taipei City were selected as the research participants. Among them, 67 students from two classes were assigned to the experimental group that adopted “classroom learning supported with BYOD” and 69 students from another two classes were assigned to the control group that adopted “conventional learning.” The experiment was implemented throughout the whole semester. In addition, the effects of BYOD-supported classroom learning for students with different genders and different interactive media using attitudes were also investigated.The findings of this research are summarized as follows: (1) there were no significant differences between the experimental and control groups in learning effect. (2) Students who adopted the “classroom learning supported with BYOD” performed significantly better on 5C key competencies than those who applied “conventional learning.” (3) “Classroom learning supported with BYOD” can better promote male students’ communication and creativity competencies and also enhance female students’ complex problem solving competency and creativity.Based on the results of this study, it is confirmed that the “classroom learning supported with BYOD” can help improve the 5C key competencies. With the new twelve years of national curriculum and strategies are going to be implemented, it is also suggested to introduce “classroom learning supported with BYOD” to develop a literacy-oriented learning model to promote students’ learning en_US dc.description.tableofcontents 目錄第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的 6第三節 研究問題 7第四節 研究範圍與限制 7第五節 名詞釋義 8第二章 文獻探討 13第一節 行動學習與自攜行動學習載具輔助學習 13第二節 BYOD輔助學習的優勢與挑戰 16第三節 5C關鍵能力 20第三章 研究方法 27第一節 研究架構 27第二節 研究方法 30第三節 研究對象 31第四節 研究工具 32第五節 研究流程 36第六節 資料處理與分析 44第四章 研究結果 47第一節 學生及教師使用自攜行動學習載具輔以課堂學習之情形 47第二節 學生有無使用自攜行動學習載具在學科學習的成效差異分析 56第三節 學生有無使用自攜行動學習載具在5C關鍵能力的成效差異分析 60第四節 不同性別與不同數位科技使用態度的學生有無使用自攜行動學習載具輔以課堂學習在學科學習成效以及5C關鍵能力的成效差異分析 68第五節 學生對於使用自攜行動載具輔以課堂學習之心得與建議 109第六節 綜合討論 114第五章 結論 126第一節 研究結論 126第二節 自攜行動學習載具輔以課堂學習實施建議 131第三節 未來研究方向 133參考文獻 137附錄 147附錄一：5C量表—問題解決能力 147附錄二：5C量表—溝通協調能力 149附錄三：5C量表—團隊合作能力 150附錄四：5C量表- 獨立思辨能力 151附錄五：5C量表 - 創造力 152附錄六：訪談紀錄表 153附錄七：數位科技使用態度量表 154附錄八：學生自攜行動載具輔助學習使用情形調查問卷 155 zh_TW dc.format.extent 3154395 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106913009 en_US dc.subject (關鍵詞) 5C關鍵能力 zh_TW dc.subject (關鍵詞) 自攜行動學習載具 zh_TW dc.subject (關鍵詞) 行動學習 zh_TW dc.subject (關鍵詞) 學科學習成就 zh_TW dc.subject (關鍵詞) 5C key competencies en_US dc.subject (關鍵詞) BYOD en_US dc.subject (關鍵詞) mobile learning en_US dc.subject (關鍵詞) learning effect en_US dc.title (題名) 高中學生自攜行動學習載具輔以課堂學習對於5C關鍵能力與學習成效影響之縱向研究 zh_TW dc.title (題名) The Effects of Senior High School Students’ Classroom Learning Supported with BYOD on Learning Performance and 5C Competence: A Longitudinal Study en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) CIO大調查（2015）。2014-15CIO大調查報告。取自 http://survey.cio.com.tw/2015/download/2015ciosurvey.pdfIntel（2014）。臺灣BYOD應用現況大調查─調查結果報告。取自 https://www.intel.com.tw/content/dam/www/public/apac/tw/zh/asset/it-managers/intel-ithome-report-v2-tw.pdf王瑞壎（2002）。OECD國家ICT政策推展於校園之探究。屏東師院學報，17，255-288。江蕙羽 (2017)。行動學習支援創意藝術教學應用於高中創造力激發。國立台南大學數位學習科技學系碩博士班碩士論文。未出版，台南市。吳明烈（2010）。UNESCO、OECD與歐盟終身學習關鍵能力之比較研究，教育政策論壇，13（1），45-75。何宜軒（2005）。透過網路化創造性問題解決教學活動以培養國中學生科技創造力之研究。國立臺灣師範大學工業科技教育學系碩士論文。未出版，台北市。李盧一、鄭燕林（2012）。美國中小學“自帶設備”(BYOD)行動及啟示。現代遠端教育研究，120(6)，71-76。林幸台、王木榮（1994）。威廉斯創造力測驗指導手冊。台北：心理出版社。林寶貴（2004）。溝通障礙理論與實務。臺北：五南。金車文教基金會（2017），九成四青少年手機能上網 兩成小學生上網吃到飽。取自：http://kingcar.org.tw/survey/500280香港教育局（2019）。在中小學推行「自攜裝置」。取自https://www.edb.gov.hk/tc/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/BYOD/byod_index.html孫春在、林珊如（2007）。網路合作學習：數位時代的互動學習環境、教學與評量。臺北市：心理。徐益濟、王玉龍（2015）。BYOD教學的認同程度調查研究—以「佛山科學技術學院」為例。中國信息技術教育，17。徐綺穗（2013）。「行動-反思」教學及其在大學教育實習課程的應用。課程與教學季刊，16（3），219-254。高台茜（2001）。未來教室學習－以無線網路應用為基礎的認知學徒制學習環境。台大教與學期刊電子報，9。高長瑞(2000)。團隊創新階段能耐因素之比較研究。國立政治大學管理碩士學程（AMBA）學位論文。未出版，臺北市。張鈿富(2009)。歐美澳公民關鍵能力發展之研究。台北市：國立教育資料館。張鈿富、吳慧子、吳舒靜（2000）。歐盟、美、澳「公民關鍵能力」發展及其啟示。教育資料集刊，48，273-299。張瓊方（2011）。從21世紀關鍵能力淺談未來學校。數位典藏與學習電子報，10（1）。教育部（2016）。中小學數位輔助學科閱讀計畫。取自 http://elfess.ee.ncku.edu.tw/planCase/HomePage.aspx郭為藩（1987）。通識教育的實施方式。載於清華大學人文社會學院（主編），大學通識教育研討會論文集（155-166頁）。新竹市：清華大學人文社會學院。陳惠華 (2010)。情境學習理論在傳統武術教學上之應用-以合作學習模式為中心。臺灣體育學術研究，49，95-114。黃子瓔（2010）。從3R到4C：淺談21世紀能力的發展與趨勢。數位典藏與學習電子報，9（11）。黃國禎、陳德懷（2014）。未來教室、行動與無所不在學習。臺北市：高等教育文化。楊淑蘭（2015）。溝通與溝通障礙：理論與實務。臺北市：心理。潘怡吟（2002）。遊戲型態教學對國小學生自然與生活科技學習之研究。臺北市立師範學院科學教育研究所碩士論文。未出版，台北市。潘明宏、陳志瑋（譯）（2003），Chava Frankfort-Nachmias David Nachmias著。最新社會科學研究方法。新北市：韋伯文化。蔡育庭（2018）。國中小學生21世紀關鍵能力、ICT熟悉度與學業成就之相關研究。國立臺南大學教育學系測驗統計碩博士班碩士論文。未出版，臺南市鄧巧妹（2017）。基于BYOD的高校课堂探究式教学模式的研究。重慶師範大學碩士學位論文，未出版，重慶市。顏榮泉(2007)。行動化數位學習環境中學習反思與回饋對資訊技能問題解決成效之影響(未出版之博士論文)。國立臺灣師範大學資訊教育研究所，臺北市。顏榮泉、陳明溥（2008）。混合式數位學習中學習者自我效能之性別差異探討。第三屆行動與無所不在數位學習研討會，台南，台南大學，5月30-31日。蘇安莉（2012）。大臺北地區青少年數位科技使用行為及態度之調查研究。臺灣師範大學碩士論文。未出版，臺北市。蘇怡如、彭心儀、周倩（2004）。行動學習之定義與要素。教學科技與媒體，70，4-14。Afreen, R. 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