臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：圖像式媒體融入國文教學對學習之影響--以科技大學藝術設計與非藝術設計學生為例
書刊名：人文社會學報. 國立臺灣科技大學
作者：錢昭萍 引用關係／黃國豪 引用關係／梁麗珍 引用關係／李琛瑜 引用關係／王羽萱
作者(外文)：Chien, Chao-ping／Hwang, Gwo-haur／Liang, Li-jeng／Lee, Chen-yu／Wang, Yu-syuan
出版日期：2016
卷期：12:4
頁次：頁277-304
主題關鍵詞：多媒體動畫；科技大學生；國文教學；圖像式媒體；數位繪本；Multimedia animation；Technology university students；Chinese teaching；Image media；Digital painting
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:99
  • 點閱點閱:22
本研究以前後測設計的準實驗法，檢視圖像式媒體融入國文教學對學習的影響。實驗對象為台灣中部某科技大學藝術設計與非藝術設計共四班大一新生，分別以多媒體動畫或數位繪本融入課程，讓學生們學習五篇六朝志怪小說，課前課後各填寫一份問卷與測驗，而得到 201份有效樣本。問卷分析結果顯示：實驗教學明顯提升了非藝術領域的學習動機，藝術領域則影響有限；非藝術領域的學習動機明顯高於藝術領域；藝術領域的認知負荷明顯高於非藝術領域；動畫教學的認知負荷高於繪本教學。測驗分析結果顯示：實驗教學明顯提升了學生們的學習成效；藝術領域中，不同教學方式對學習成效無顯著差異；非藝術領域中，繪本教學的學習成效明顯優於動畫教學。由於藝術領域的學習表現完全違反了中外學者對多媒體組合形式與學習成效的相關研究，故學生本質之差異，是課程設計應當關注的一大問題。
A quasi-experiment is used in this study to investigate the impact of Chinese teaching integrated with image media on students’ learning. The experimental subjects are four classes of freshmen whose majors are art design and non-art design in a technology university in the middle of Taiwan. They learn five chapters of mysterious stories in six dynasties by two kinds of media presentation (multimedia animation & digital painting) respectively. The subjects need to fill out a questionnaire and take a test before and after learning. There were a total of 201 effective samples obtained in the experiment. The results of questionnaire analysis indicate that the experimental teaching methods significantly improve the learning moti-vation of non-art design subjects, while there is limited influence on that of art design subjects. The learning motivation of non-art design subjects is ap-parently higher than that of art design subjects. The cognitive load of art design subjects is higher than that of non-art subjects. Furthermore, the cognitive of media animation is higher than that of digital painting. According to the analysis of pre- and post- tests, the experimental teaching methods significantly enhance the subjects’ learning effectiveness. Different teaching methods of art design subjects have little signi-ficant differences on the learning effectiveness. However, digital painting has better effects than multimedia animation on learning effectiveness of non-art design subjects. The learning performance of art design subjects totally reverses the results of related literature and studies to the impact of multimedia combination on the learning effectiveness. Hence, the difference of students’ nature while teaching should be a great concern worthy of attention.
期刊論文
1.Mehlinger, H. D.(1996)。School reform in the information age。Phi Delta Kappan，77(6)，400-407。  new window
2.陳彙芳、范懿文(20000700)。認知負荷對多媒體電腦輔助學習成效之影響研究。資訊管理研究，2(2)，45-60。new window  延伸查詢new window
3.West, R. E.、Graham, C. R.(2005)。Five powerful ways technology can enhance teaching and learning in higher education。Educational Technology，45(3)，20-27。  new window
4.Sternberg, R. J.、Lubart, T. I.(1993)。Creative giftedness: A multivariate investment approach。Gifted Child Quarterly，37(1)，7-15。  new window
5.蓋琦紓(20101200)。生命美感與文學讀解--大一國文課程的教學設計。高醫通識教育學報，5，1-14。new window  延伸查詢new window
6.Dudek, S. Z.、Berneche, R.、Berube, H.、Royer, S.(1991)。Personality determinants of the commitment to the profession of art。Creativity Research Journal，4(4)，367-389。  new window
7.陳密桃(20031200)。認知負荷理論及其對教學的啟示。教育學刊，21，29-51。new window  延伸查詢new window
8.Chuang, H.-Y.、Ku, H.-Y.(2011)。The effect of computer-based multimedia instruction with Chinese character recognition。Educational Media International，48(1)，27-41。  new window
9.吳瑞源、吳慧敏(20080300)。動畫教材之學習者控制播放模式與多媒體組合形式對學習成效與學習時間影響之研究。師大學報. 科學教育類，53(1)，1-26。  延伸查詢new window
10.信世昌(19940800)。國文教學的本質與多媒體設計。教學科技與媒體，16，45-51。new window  延伸查詢new window
11.Bangert-Drowns, R. L.、Kulik, J. A.、Kulik, C. L. C.(1985)。Effectiveness of computer-based education in secondary schools。Journal of Computer-Based Instruction，12(3)，59-68。  new window
12.黃一泓、虞翔(20140600)。不同範例與解題組合對初學者在學習上的影響。教育心理學報，45(4)，497-515。new window  延伸查詢new window
13.楊玲惠、翁頂升、楊德清(20150400)。發展數位教材輔助學生學習之研究--以科大學生之統計教學課程為例。臺灣數學教育期刊，2(1)，1-22。new window  延伸查詢new window
14.Kuo, F. O.、Yu, P. T.、Hsiao, W. H.(2013)。Develop and evaluate the effects of multimodal presentation system on elementary ESL students。The Turkish Online Journal of Educational Technology，12(4)，29-40。  new window
15.張景媛(19910600)。大學生認知風格、動機與自我調整因素、後設認知與學業成績關係之研究。教育心理學報，24，145-161。new window  延伸查詢new window
16.羅鳳珠(19930900)。探一探以多媒體觀念製作國文教材的路--「紅樓夢多媒體系統」介紹。國文天地，9(4)=100，97-103。new window  延伸查詢new window
17.Pesut, D. J.(1990)。Creative Thinking as a Self-Regulatory Metacognitive Process: A Model for Education, Training and Further Research。The Journal of Creative Behavior，24(2)，105-110。  new window
18.Dias, Laurie B.(1999)。Integrating technology: some things you should know。Learning & Leading with Technology，27(3)，10-13。  new window
19.吳志鏗(20081200)。網站輔助學生歷史學習的理念與實際--以教育部歷史文化學習網(http://culture.edu.tw)為例。歷史教育，13，1-22。new window  延伸查詢new window
20.李永忻(2016)。經典動畫詩意世界現場音樂再掀感動《佳麗村三姊妹》電影音樂會。PAR表演藝術雜誌，277，20-21。  延伸查詢new window
21.周衡儀、吳佩芬(20151000)。動畫電影中女性英雄之角色性格與造型探討。藝術論文集刊，25，75-98。new window  延伸查詢new window
22.陳奕璇、陳昱宏(20150600)。電子繪本之多元媒材設計與編排閱讀性探討。工業設計，43(1)=132，24-27。new window  延伸查詢new window
23.陳忠信(20040400)。秀出魅力四射的創意國文--多媒體影片製作在國文教學上的運用。人文及社會學科教學通訊，14(6)=84，178-190。  延伸查詢new window
24.曾堃賢(2016)。讀．享：揭開閱讀繪本的奧秘。全國新書資訊月刊，207，i。  延伸查詢new window
25.陳徵毅(20050600)。國文教學改進之道。國教輔導，44(5)=367，19-23。  延伸查詢new window
26.楊錫彬(2016)。動畫的品牌行銷之探討--以小小兵動畫為例。中國廣告學刊，21，82-97。new window  延伸查詢new window
27.葉人傑、王藍亭(2015)。以動畫圖像探討臺灣文化元素之視覺傳達。中華印刷科技年報，235-250。  延伸查詢new window
28.董家莒、張俊彥、蕭建華、戴明國(20011000)。多媒體電腦輔助學習歷程對學生地球科學學習成就之影響。師大學報. 科學教育類，46(1/2)，43-63。  延伸查詢new window
29.蔡銘津、何美慧(2016)。可預測性故事之英語繪本及其在英語教學上的應用。人文社會電子學報，11(2)，93-111。  延伸查詢new window
30.賴玉釵(20151000)。圖像敘事之跨媒介改編與美感接收端詮釋之分析面向初探：理論視角之反思。教育資料與圖書館學，52(4)，451-504。new window  延伸查詢new window
31.Acar, C.、Diken, I. H.(2012)。Reviewing instructional studies conducted using video modeling to children with autism。Educational Sciences: Theory & Practice，12(4)，2731-2735。  new window
32.Hicks, B.、Hyde, D.(1973)。Teaching about CAI。Journal of Teacher Education，24(2)，120-125。  new window
33.Su, King-dow(20080600)。The Effects of a Chemistry Course with Integrated Information Communication Technologies on University Students' Learning and Attitudes。International Journal of Science and Mathematics Education，6(2)，225-249。  new window
34.詹海雲(19941000)。大學國文教學的回顧與前瞻。人文及社會學科教學通訊，5(3)=27，45-60。  延伸查詢new window
35.蘇金豆(20130300)。應用概念圖引導與動畫輔助技專生化學問題解決能力之探究。教育傳播與科技研究，103，37-60。new window  延伸查詢new window
36.Brünken, R.、Plass, J. L.、Leutner, D.(2003)。Direct measurement of cognitive load in multimedia learning。Educational Psychologist，38(1)，53-61。  new window
37.Dexter, S. L.、Anderson, R. E.、Becker, H. J.(1999)。Teachers' views of computers as catalysts for changes in their teaching practice。Journal of Research on Computing in Education，31(3)，221-239。  new window
38.Paas, F.、Renkl, A.、Sweller, J.(2003)。Cognitive load theory and instructional design: Recent developments。Educational Psychologist，38(1)，1-4。  new window
39.Rieber, Lloyd P.、Boyce, Mary J.、Assad, Chahriar(1990)。The effects of computer animation on adult learning and retrieval tasks。Journal of Computer-Based Instruction，17(2)，46-52。  new window
40.Su, K.-D.(2008)。An integrated science course designed with information communication technologies to enhance university students' learning performance。Computers & Education，51(3)，1365-1374。  new window
41.Sweller, John(2010)。Element interactivity and intrinsic, extraneous, and germane cognitive load。Educational Psychology Review，22(2)，123-138。  new window
42.王全世(20001200)。資訊科技融入教學之意義與內涵。資訊與教育，80，23-31。  延伸查詢new window
43.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
44.Su, K. D.(2011)。An intensive ICT-integrated environmental learning strategy for enhancing student performance。International Journal of Environmental and Science Education，6(1)，39-58。  new window
45.Sweller, John(2004)。Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture。Instructional Science，32(1/2)，9-31。  new window
46.Sweller, John、van Merrienboer, Jeroen J. G.、Paas, Fred G. W. C.(1998)。Cognitive architecture and instructional design。Educational Psychology Review，10(3)，251-296。  new window
47.Mayer, Richard E.、Moreno, Roxana(2003)。Nine Ways to Reduce Cognitive Load in Multimedia Learning。Educational Psychologist，38(1)，43-52。  new window
48.王靖婷(20090100)。大學國文教學面面觀：相關研究之回顧與展望。通識學刊：理念與實務，1(4)，139-171。new window  延伸查詢new window
學位論文
1.徐易稜(2001)。多媒體呈現方式對學習者認知負荷與學習成效之影響研究(碩士論文)。國立中央大學。  延伸查詢new window
圖書
1.Clark, R. C.、Mayer, R. E.(2011)。E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning。John Wiley & Sons。  new window
2.Baddeley, A. D.(1999)。Essentials of human memory。New York。  new window
3.Ellis, H. C.、Hunt, R.(2005)。Fundamentals of Cognitive Psychology。Oxford。  new window
4.Selznick, B.(2011)。The Hugo movie companion: A behind the scenes look at how a beloved book became a major motion picture。New York, NY：Scholastic Press。  new window
5.Krathwohl, D. R.、Bloom, B. S.、Masia, B. B.(1964)。Taxonomy of educational objectives: The classification of educational goals, Handbook II: Affective domain。New York, NY：Lomgman。  new window
6.林清山(2014)。心理與教育統計學。東華。  延伸查詢new window
7.張霄亭(2004)。教學原理。臺北縣：空中大學。  延伸查詢new window
8.錢昭萍(2011)。幻說六朝--中國古典小說中的奇幻世界。臺北市：五南。  延伸查詢new window
9.Sternberg, R. J.、李乙明、李淑貞(2005)。創造力Ⅱ：應用。臺北市：五南。  延伸查詢new window
10.Riso, D. R.、吳振能、傅世良、陳營生(2008)。性格型態。臺北市：遠流。  延伸查詢new window
11.Blakeslee, T. R.(1980)。Right brain: A new understanding of our unconscious mind and its creative power。New York, NY：Doubleday。  new window
12.Bloom, B. S.、Krathwohl, D. R.(1956)。Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners, Handbook 1: Cognitive domain。London, England：Longmans。  new window
13.Thompson, A. D.、Simonson, M. R.、Hargrave, C. P.(1996)。Educational Technology: A Review of the Research。Bloomington, IN：The Association for Educational Communications and Technology。  new window
14.Mayer, Richard E.(2001)。Multimedia learning。Cambridge University Press。  new window
15.吳明隆、涂金堂(2012)。SPSS與統計應用分析。五南圖書出版股份有限公司。  延伸查詢new window
16.Mayer, Richard E.(2009)。Multimedia Learning。Cambridge University Press。  new window
17.Holland, J. L.(1973)。Making Vocational Choices: A Theory of Careers。Englewood Cliffs, NJ：Prentice-Hall。  new window
18.張春興(2013)。教育心理學：三化取向的理論與實踐。臺北：東華。  延伸查詢new window
單篇論文
1.Ediger, M.(1997)。Affective objective science curriculum(ED 412070)。  new window
圖書論文
1.Bruhn, S.(2010)。Penrose, "seeing is believing": Intentionality, mediation and comprehension in the arts。Media Borders, Multimodality and Intermediality。New York, NY：Palgrave Macmillan。  new window
2.Grishakova, M.、Ryan, M.(2010)。Editors' preface。Intermediality and storytelling。New York, NY：De Gruyter。  new window
3.Gibbons, A.(2010)。The narrative worlds and multimodal figures of House of Leaves: find your own words; I have no more。Intermediality and storytelling。New York, NY：De Gruyter。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：892（臺灣：889，外國：3） ／ 本年度總使用人次：1695817 ／ 訪客人次（自102年09月）：67517892
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上