因材網課程包結合四學模式對技術型高中機械群學生機械力學學習成效之影響

Abstract

本研究探討因材網課程包結合四學模式對技術型高中機械群學生機械力學學習成效之影響，並分析學習投入的調節效果。採用準實驗研究法，研究者透過因材網課程包功能建置相關的教材與活動，在教學過程中適時運用小組自學、組內共學、組間互學、教師導學等四學模式進行教學實驗；對象為高雄市某公立技高機械群二年級兩班學生，隨機分派一班為實驗組（因材網課程包結合四學模式）、一班為控制組（傳統教學模式），共69名學生參與6週的課程實驗。研究結果顯示：一、因材網課程包結合四學模式能顯著提升學生機械力學成就測驗表現；二、此模式有助於維持學習動機，實驗前後實驗組學生的學習動機未有顯著變化，但控制組則呈現顯著下滑；三、學習投入與學習成效呈正相關，但未具調節教學方式與學習成效關係之功能；四、高引導式四學模式在機械力學教學中具穩定性與適用性；五、學生感知組內共學和教師導學環節對學習最有幫助，且數位與傳統混合教學模式是理想的學習方式。綜合研究發現，本研究建議：教師採用數位與傳統並重的混合教學策略，建立四學模式轉換判斷機制與彈性時間分配，並預留數位工具熟悉期；學校建立漸進式設備改善與教師支持系統，發展校本位數位課程；後續研究可採用長期追蹤設計、擴大研究範圍，並探討數位工具教學適配性及對學生認知負荷之差異。This study explored the impact of applying the Adaptive Learning Platform to the Self-Regulated Learning Classroom Model (ALP-SRLCM) on mechanical mechanics learning performance of vocational high school mechanical engineering cluster students, and examined learning engagement's moderating effect. Using quasi-experimental design, materials were developed through ALP implementing four learning sessions: individual, intra-group collaborative, inter-group interactive, and teacher-guided learning. The 6-week experiment involved 69 second-year students from a Kaohsiung vocational high school in experimental (ALP-SRLCM) and control groups. Results showed: 1. ALP-SRLCM significantly improved mechanics achievement. 2. Experimental group's motivation remained stable while control group's declined. 3. Learning engagement correlated with performance but didn't moderate the teaching-learning relationship. 4. High-guidance SRLCM demonstrated stability and applicability in mechanics teaching. 5. Students valued intra-group and teacher-guided learning most, preferring blended approaches. Recommendations included adopting balanced digital-traditional teaching strategies, establishing transition mechanisms and flexible time allocation for the four learning sessions, allowing digital tool familiarization periods, implementing gradual equipment improvement and teacher support systems, developing school-based digital packages, conducting longitudinal studies with expanded samples, and exploring curriculum-digital teaching compatibility with cognitive load differences.