| Summary: | 碩士 === 嘉南藥理大學 === 觀光事業管理系 === 103 === Abstract
Guanziling Hot Spring Area is an important location for extracurricular teaching of students of middle and elementary schools in Tainan City. However, they lack proper electronic teaching materials for extracurricular teaching of elementary schools. This research takes as its research tool the brief report teaching materials and interactive teaching materials concerning hot spring knowledge produced with the example of Guanziling Hot Spring Area by Li Yizhou (in 2015), draws on the two kinds of learning modes, namely, passive learning based on brief report teaching materials and independent learning based on interactive teaching materials and explores the effects of interactive teaching materials for enhancing the hot spring knowledge teaching of elementary students. This research adopts the purposive sampling in the questionnaire test, of which the objects of research are respectively 153 students of 2 classes each of Grade Three, Four and Five of Yongkang Elementary School of Tainan and 157 students of 2 classes each of Grade Three, Four and Five of Nanan Elementary School of Tainan.
According to the research results, for whether rural or urban students of Grade Three to Five, the two teaching materials can both effectively enhance the hot spring knowledge of students, amongst whom the progress of students of Grade Three is the lowest. The main reasons are: (1) They have a low understanding in written description; (2) They encounter some obstacle in using a computer to learn independently, which indicates that the teaching materials for Grade Three students should be adjusted appropriately. The progress of the students in the passive learning based on brief report teaching materials is better than that of independent learning based on interactive teaching materials. The interactive teaching materials show a better enhancing effect for the hot spring knowledge of urban students than that of rural students, but it has not a distinctive advantage, which indicates that the classroom explanation of the teacher has certain constraint on the focus of students in learning. Clearing up the confusion in time is also helpful for enhancing their learning effect. Therefore, it is suggested that the explanation of the teacher should be introduced appropriately in the learning course of interactive teaching materials.
|
|---|
