在傳統的教室中，老師會以戲劇的方式讓學生進入情境學習，藉由扮演課文中的角色，讓學生體驗該情境下的知識。但原先的數位學習劇場主要為表演性質的教學模式，在設計上並沒有考慮到與台下觀眾的互動。隨著科技的進 步，現今教室內的教學媒體已較以前豐富，許多國中、小教室內皆可以讓學生人手一台平板來進行上課，老師透過即時互動系統(CRS)來與學生進行教學。 本研究延續數位學習劇場，建立了一數位劇場情境中之教師用卡片教學互動系統，老師根據教學內容和喜好設計情境與互動問答，接著以戲劇模式進行教學並操控互動，學生的答題積分結果可以由老師決定是否要即時顯示，而在課堂中的所有互動過程皆會被記錄下來，提供老師事後回顧來清楚掌握學生的學習狀況。 為了要了解不同互動模式的教學方法對於學生的學習成效以及探討老師對於不同教學互動模式的喜好度，我們將系統應用於不同情境來進行教學。本實驗與桃園市某國中語文老師合作，實驗對象包含五個班級的學生和 36 位老師 (22 位曾修習教育學程)，透過擬編試題與自編問卷來了解學生的學習動機和學習成效以及老師對於使用教學互動系統的認同度。研究結果顯示，從學生的進步幅度成績來看，教學互動系統相較於其他不同情境的教學模式，可以提升較高的學習成效；而老師對於教學互動系統的教學模式喜好度也較其他教學模式高，認為可以促進學生的學習動機並達到學習目標。;In the traditional classroom, teachers may lead students into situational learning through dramatic ways. By role-playing, students can put the learnt knowledge into practice. However, the original digital learning theater didn’t take the teacher-student interaction into consideration. With the advancement of technology, teaching media embrace a great improvement. Many elementary schools and junior high schools can provide students with tablets, for interacting with teachers through CRS in class. The research based on digital learning theater, established a card-based interaction system for teacher with context of digital learning theater. Teachers can design a series of situational teaching and interactive learning QA on the basis of teaching contents, and then use dramatic ways in their teaching process. Besides, teachers can decide whether or not to show students’ scores on the screen immediately. All the interaction process in class will be recorded for teacher to take control of students’ learning situation. In order to find out the learning outcomes of different interactive teaching mode and the preference of teachers’ using different interactive teaching mode in class, we apply our system in different teaching situations. The research cooperates with a language teacher in junior high school in Taoyuan. Five classes of students and thirty- six teachers (with 22 teachers having taken teacher education program) were chosen as participants. Besides, self-made test items and a questionnaire were designed as the instruments to understand students′ learning motivation and outcomes as well as
teachers′ perceptions via using teaching interaction system. The results show that, teaching interaction system do improve students’ learning outcomes, shown in students’ ascending scores. Additionally, teachers also show higher degree of preference on interactive of teaching system, which is considered to be positive on fostering students’ learning motivation and further reach the learning goal.
