The Impacts of Information Technology Integrated Thematic Homeland Education on Learning Attitude and Effects

• Main Authors: Liya Wang, 王麗雅
• Other Authors: Dong-Hwa Lu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/88987276205244190864

碩士 === 臺北市立師範學院 === 數學資訊教育研究所 === 93 === 　　The purpose of this research is to investigate if different teaching methods may cause differences on students’ learning attitude toward homeland education and learning achievement of Social Studies. Besides, we want to explore whether sexual factor may cause differences between learning attitude toward homeland education and learning achievement of Social Studies. 　　This research adopts quasi-experimental design, using homeland education as a subject and designing thematic homeland education curriculum for 19 sessions. We take two primary school students of forth grade in Taipei country as the research targets, and divide them into experimental group and control group. Before experimental teaching, two groups of students take a pre-test of “Rating Scale of Learning Attitude toward Homeland Education.” Then, they take post-test of “Rating Scale of Learning Attitude toward Homeland Education”and “Learning Achievement Test of Social Studies.” The experimental group takes another “Teaching Proposal Research List toward Information Technology Integrating Social Studies Teaching.” The main results of this research are listed as follows: 1.There is no significant difference in learning attitude toward homeland education between students via different teaching methods. 2.Students’learning achievement of experimental group is higher than that of control group. 3.There is no significant difference in learning attitude toward homeland education on students with information technology integrated thematic homeland education teaching method. 4.There is no significant difference in learning achievement toward Social Studies on the sexual factor of students with information technology integrated thematic homeland education teaching method. Finally, we propose some concrete suggestions.