透過創作影片進行教中學

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姓名

陳冠廷(Kuan-Ting Chen) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

透過創作影片進行教中學
(Learning-by-teaching through video creation)

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至系統瀏覽論文 (2026-5-13以後開放)

摘要(中)

在現今網路蓬勃發展的時代，資訊的傳播及新媒體也逐漸的轉型，從傳統的報章雜誌、靜態的形式轉變為網際網路、動態的形式。大部分人每天最容易接觸也最容易吸引目光的莫過於以「影片」的方式所帶來的資訊，同樣地，影片也能使用在知識傳播的用途上。有別於傳統的數學學科學習模式，本研究應用科技做為輔助，創作影片方式結合教中學模式(Learning-by-teaching)融入課堂之中，有於傳統的老師授課，改成由學生擔任教師的角色，透過影片創作來講解單元重點知識教導同儕，並且在討論及錄製的過程
中，使學生加強自身的概念、提升數學能力；最後再透過同儕及老師評論，對比同儕和自己的影片，從中學習及吸收建議，延伸出更多元的解題方式；研究團隊已於前期實驗有進行過相關之模式，本研究實際採用後，發現有需改良之處，因此進行改良出更精簡的模式，實際應用於班級當中，同時並探討進行拍攝活動後對學生學習動機及興趣的影響。

摘要(英)

In today′s era of vigorous development of the Internet, the dissemination of information and new media are gradually transforming from the traditional newspapers and magazines,
static form to the Internet, dynamic form. The most accessible and attractive thing for most people every day is the information in the form of "film". Similarly, film can also be used for the purpose of knowledge dissemination. Different from the traditional mathematics learning mode, this study uses technology as an aid, and combines the film creation mode with learning by teaching mode into the classroom. Instead of the traditional teacher teaching, students play the role of teachers. Through the film creation, students can explain the key knowledge of the unit and teach their peers. In the process of discussion and recording, students can learn from each other, Students should strengthen their own concepts and improve their mathematical ability; Finally, through peer and teacher comments, we can compare the videos of our peers and ourselves, learn from them and absorb suggestions, so as to extend a more diversified way of solving problems; The research team has carried out the relevant model in the previous experiment. After the actual use of this study, we found that there is a need for improvement, so we improved a more streamlined model and applied it to the class. At the same time, we also explored the impact of shooting activities on students′ learning motivation and interest.

關鍵字(中)

★ 創作影片
★ 影片學習
★ 同儕教導
★ 教中學

關鍵字(英)

★ Video Creation
★ Video Learning
★ Peer Tutoring
★ Learning-By-Teaching

論文目次

摘要 I
ABSTRACT II
致謝 III
目錄 IV
圖目錄 IX
表目錄 XII
第一章、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 3
1-3 研究問題 3
1-4 名詞解釋 4
1-4-1 同儕教導（Peer Tutoring） 4
1-4-2 教中學（Learning-By-Teaching） 4
1-4-3 同儕互評（Peer Assessment） 4
第二章、文獻探討 5
2-1 數學學習相關文獻 5
2-1-1 數學擬題與解題 5
2-1-2 數學學習動機 6
2-2 影片學習相關文獻 9
2-2-1 多媒體教學 9
2-2-2 影片教學與學習 11
2-3 教中學 13
2-3-1 教中學相關研究 14
2-3-2 影片教中學 16
2-4 興趣驅動創造者理論 18
第三章系統設計與實作 21
3-1 系統開發與架構 21
3-2 系統設計 22
3-2-1 影片教中學系統融入興趣驅動創造者理論 23
3-2-2 影片教中學系統學生端 24
3-2-3 影片教中學系統教師端 32
3-3 活動流程與設計 36
3-3-1 舊拍攝模式 36
3-3-2 新拍攝模式 37
3-3-3 新舊拍攝模式比較 39
第四章、研究方法 40
4-1 研究設計 40
4-2 研究對象 40
4-3 研究工具 40
4-3-1 MSLQ動機問卷 40
4-3-2 數學興趣問卷 43
4-3-3 影片品質評分指標 46
4-3-4 訪談紀錄 47
4-4 實驗流程 49
4-4-1 前導實驗階段 50
4-4-2 正式實驗階段 50
4-4-3 後測 50
4-5 資料蒐集與分析 50
4-5-1 資料分析 52
第五章、研究結果 57
5-1 數學興趣 57
5-1-1 整體數學興趣 57
5-1-2 引趣與好奇心面向 59
5-1-3 入趣與心流面向 60
5-1-4 延趣面向 61
5-1-5 個人興趣的發展階段面向 62
5-2 MSLQ動機 63
5-2-1 整體MSLQ動機 63
5-2-2 內在目標驅動面向 64
5-2-3 外在目標驅動面向 65
5-2-4 任務價值 66
5-2-5 學習信念的控制 67
5-2-6 自我效能 68
5-2-7 學習焦慮 69
5-3 影片品質 71
5-3-1 三部影片分數變化 71
5-3-2 五面向指標分析結果 73
5-4 創作影片活動相關問題 77
5-4-1 MSLQ動機問卷Q25到Q30 77
5-4-2 數學興趣問卷Q18到Q27 78
5-4-3 訪談統整 80
5-4-4 特殊案例學生 84
5-5 MSLQ動機、數學興趣、影片品質相關性 85
5-5-1 MSLQ動機與數學興趣相關性 85
5-5-2 影片品質與動機及興趣相關性 87
第六章結論與建議 88
6-1 研究結論 88
6-1-1 創作影片活動對學生動機、興趣整體有正面影響 88
6-1-2 動機與興趣呈現正相關，影片品質則不太受影響 91
6-1-3 透過新拍攝模式、多次拍攝，學生影片品質明顯提升 92
6-2 研究限制 94
6-3 未來展望 94
6-3-1 實驗設計改善 94
6-3-2 系統方面 94
參考文獻 95
中文文獻 95
英文文獻 97
附錄一拍攝單元 103
附錄二 MSLQ動機問卷 104
附錄三數學興趣問卷 107

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2021-8-9

推文