本研究旨在瞭解台南市國小高年級學童英語補習現況與英語補習經驗及其英語學習態度。以台南市公立國小高年級學童為研究對象，進行叢集抽樣，抽取15所學校，30個班級為樣本，以研究者自行編製的「台南市國小高年級學童英語學習態度問卷」為研究工具，採問卷調查法取得443份有效問卷，將所得資料以描述統計、t檢定、單因子變異數分析等統計方法進行分析。獲致本研究結果如下： 一、 台南市國小高年級有七成學童參加英語補習，補習年數以3-4年者最多； 每週補習英語的時數，以4小時以下者最多；學童參加英語補習最主要的動機，以升學與課業需求者最多。 二、 台南市國小高年級學童在一般英語學習態度、學校英語課程學習態度、英語補習課程學習態度為普通偏中上。 三、不同性別之學童在英語學習態度上部分有顯著差異，女學童優於男學童。 四、不同主要照顧者之家長教育程度之學童在英語學習態度的三層面均未有顯著差異。 五、不同英語補習年數之學童，僅在對學校英語課程的看法有顯著差異，補習年數1-2 年者優於3-4年及7年以上者。 六、每週英語補習時數不同之學童在一般英語學習態度有顯著差異；學校英語課程的學 習態度則未有顯著差異；英語補習課程學習態度部分有顯著差異，每週英語補習時 數5小時以上者優於於4小時以下者。 七、不同英語補習動機之學童在一般英語學習態度、英語補習課程的學習態度有 顯著差異，學校英語課程的學習態度部分有顯著差異，英語補習動機為自己 興趣者優於於其他英語補習動機。 / This study aims to understand English cram status quo. cram school learning experience and English learning attitude of the fifth and sixth graders in Tainan City. Totally 443 participants are selected from the fifth and sixth graders in Tainan City. The data are analyzed through descriptive statistics, t-test and one way ANOVA. The major research findings are as follows: 1.Seventy percent of elementary high graders in Tainan City go to English cram schools, and most of them go there at least three to four years. Besides, most of them take English lessons everyweek under four hours. The main motivation is to enter a higher school and have better academic performance. 2. High graders students’ English learning attitude are above the average. 3. Different high graders genders have partly different attitude. Female students are better than male ones. 4. High graders with different primary caregivers of education have no significant difference on three levels. 5. High graders with different attending cram school years have significant difference partly. One to two English learning years are better than those with three to four years and more than seven years. 6. High graders with different English learning hours every week on general English learning attitude have significant differences.Students who learn English in cram school for more than five hours are better than students who learn English in cram school for less than four hours. 7. Significant difference of different motivations were found among general English learning attitude and English courses of going to cram schools. High graders with different motivation on the English courses have significant differences partly. Students who are interested in going to cram school get better grades than the other motivations. / 摘要 i Abstract ii 致 謝 iii 目 次 iv 表 次 vi 圖 次 vii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 5 第三節 名詞釋義 5 第四節 研究範圍與限制 6 第二章 文獻探討 9 第一節 國小英語教學與英語補習的現況 9 第二節 英語學習態度 22 第三節 英語補習經驗與英語學習態度 27 第四節 英語學習態度的相關研究 37 第三章 研究方法 45 第一節 研究架構 45 第三節 研究工具 47 第四節 研究步驟 57 第五節 資料處理與分析 58 第四章 研究結果與討論 61 第一節 受試學童基本資料、參加英語補習經驗與英語學習態度之分析 61 第二節 不同背景變項的學童在英語學習態度的差異分析 65 第三節 不同英語補習經驗之學童的英語學習態度之差異分析 69 第四節 綜合討論 78 第五章 結論與建議 83 第一節 結論 83 第二節 建議 84 參考文獻 86 附錄一 96 附錄二 100

本研究旨在探討宜蘭縣城鄉國中學生學習態度、家長參與及學習成就比較之研究。研究對象是以宜蘭縣各類型國中為分析單位，搜集國中學生三年前、後的學習成就比較，並透過問卷調查方式搜集所需的資料，再運用各種統計方法對有效樣本加以分析檢視，歸納結論如下： 壹、宜蘭縣國中學生在不同背景變項的學習成就之情形 一、宜蘭縣國中不同學校類型其學習成就，都會型學校高於鄉村型學校，有顯著差異；但對高分群的學生，鄉村型學校的學生其學習成就是高於都會型學校的學生。 二、宜蘭縣不同規模的國中學校其學習成就有顯著差異，大型學校高於中型學校，中型學校高於小型學校；但對高分群的學生，中型和小型學校的學生其學習成就是高於大型學校的學生。 三、宜蘭縣國中越區就讀和未越區就讀學生其學習成就有顯著差異，越區就讀高於鄉村未越區就讀學生；但對高分群的學生，鄉村型未越區的學生其學習成就是高於越區就讀的學生。 四、宜蘭縣國中不同性別學生其學習成就在國文、英文和前後測總分中有顯著差異，女生的學業成就表現比男生好。 貳、宜蘭縣國中學生學習態度、家長參與度與學生學業成就之情形 一、不同背景變項之宜蘭縣國中學生學習態度情形： 1. 學生性別：宜蘭縣國中女學生在學習態度顯著高於男學生。 2. 越區就讀：「都會型｣學校之國中學生主動學習構面明顯高於「鄉村型｣學校生，但「都會越區｣的國中學生習態度和「鄉村型」學校並未有顯著性差異。 3. 入學成績：「高分組｣的學生其學習態度高於「低分組｣學生。 4. 升學期望：期望進入「高中｣之國中學生學習態度明顯高於期望其他各組期望之國中學生；期望進入「高職｣、「五專｣之國中學生學習態度明顯高於期望「就業｣之國中學生。 5. 家長社經：「父母高社經地位｣之國中學生學習態度明顯高於「父母低社經地位｣。 6. 學校規模：「大型學校｣之國中學生計畫執行構面明顯高於「中型學校｣之國中學生，「中型學校｣之國中學生計畫執行構面明顯高於「小型學校｣之國中學生。 二、不同背景變項之宜蘭縣國中家長參與度情形： 1. 學生性別：女學生之家長親師輔導顯著高於男學生之家長。 2. 越區就讀：「都會型｣學校之學生家長參與度各層面及整體明顯高於「鄉村型｣學校之學生；且「都會越區｣之學生在家長參與度及學業參與構面高於「鄉村未越區｣之學生。 3. 入學成績：「高分組｣之學生在家長參與度各構面之得分高於入學成績為「低分組｣之學生。 4. 升學期望：期望進入「高中｣學生之家長參與度各構面皆高於其他各組期望之學生。 5. 學校規模：「大型學校｣之學生在家長參與度與學業參與明顯高於「小型學校｣之學生。 三、不同背景變項的宜蘭縣國中學生，在學習成就和學業成績進步之情形： 1. 學生性別：不同性別之學生在學習成就中，國文、英文、總分等均達顯著水準，女生高於男生；但在學業成績進步的情形則未達顯著。 2. 越區就讀：「都會越區｣之學生在學習成就各科之得分都顯著高於「鄉村未越區｣之學生。且以學業成績進步情形，在都會地區學校未越區之學生其學業成績進步情形高於從鄉村越區到都會就讀之學生；在鄉村型學校，越區到都會型學校就讀的學生其學業成績進步情形，高於鄉村未越區就讀之學生。 3. 入學成績：「高分組｣之學生學習成就明顯高於入學成績「低分組｣之學生。但「低分組｣之學生學業成績進步情形高於入學成績「高分組｣之學生。 4. 升學期望：（1）期望進入「高中｣之學生學習成就明顯高於期望其他各類期望；期望進入「高職｣、「五專｣之學生學習成就明顯高於期望「就業｣之學生。（2）期望能讀到「研究所｣之學生學習成就明顯高於期望其他各類期望；期望能讀到「大學｣之學生學習成就明顯高於期望就讀「專校｣、「高中職｣、「專校｣之學生。（3）期望進入「高中｣之學生學業成績的進步上明顯高於期望進入「高職｣與「五專｣之學生。 5. 家長社經：「父母高社經地位｣之學生學習成就明顯高於「父母低社經地位｣之學生，且在學業成績的進步上也是如此。 6. 學校規模：「大型學校｣學校之學生學習成就明顯高於「中型學校｣、「小型學校｣學校之學生；「中型學校｣學校之學生學習成就明顯高於「小型學校｣學校之學生。但對學生學業進步分數數並未造成顯著影響。 最後，根據研究結果與結論，提出具體建議，以供教育行政機關、學校、家長與未來研究之參考。

本研究依據體驗學習理論，建構一套適用於國小社會領域教學的體驗學習教學模式，包含前導活動、情境互動、經驗反思、應用、歷程反思。為探討以體驗學習教學法進行社會領域教學的實施效果，以北部某國小四年級的四個班級學生為研究對象，三個班級為實驗組進行體驗學習教學，一個班級為對照組進行講述問答教學，進行五週的教學實驗。研究對象在實驗課程結束一週後接受研究者自編之社會領域學習成就測驗，及填答研究者自編之社會領域學習態度量表，在實驗課程結束後六個月再次填答社會領域學習態度量表。另外，在各單元課程結束後，實驗組教師分別填寫一份教學記錄與反思，實驗組學生分別填寫一份學習意見調查表。在質性資料部分，研究者除了觀察各班的教學之外，在實驗課程結束後，對四個班級的師生進行個別訪談。 研究結果主要發現：1.體驗學習有助於學生社會領域學習成就，尤其是高層次認知方面。 2.體驗學習有助於學生社會領域學習態度，尤其是興趣方面。 3.體驗學習有助於學生社會領域長期學習態度，不論是興趣、價值或信心方面。 4.體驗學習最重要的成分為情境、互動、反思。 5.不同教學風格教師均適合使用體驗學習教學法。 6.參與體驗學習教學有助於教師專業成長。 根據研究發現對教學實務提出建議如下：1.不論教師風格為何，均可使用體驗學習教學法，以利於學生高層次認知、興趣和長期學習態度。 2.體驗學習課程設計應有高情境、高互動、高反思。 3.社會領域第二學習階段強調鄉土教育，宜使用體驗學習。 4.使用體驗學習進行社會領域鄉土教學，應善用社區和家長資源。 5.與其他學習領域設計整合體驗學習課程，可解決時間不足的問題。 6.教師參與平等、互信、互助、重反思、重專業的教學行動研究團隊，有助於教師專業成長。 / The main purpose of this study was to understand the effects of merging experiential learning into social studies in elementary schools. Through literature reviews, we constructed a teaching model of merging experiential learning into social studies, including directive activity, situated interaction, reflection of experience, application and reflection of process. Three classes accepted experiential learning were categorized as experimental groups, and one class accepted teacher’s lecture as contrast group. The courses lasted for five weeks in an elementary school in northern Taiwan. All students took social studies achievement test and social studies attitude questionnaire immediately following the courses, and filled up social studies attitude questionnaire again six months after the courses. We also observed the process of the courses, and interviewed teachers and students after the courses. The main findings of this study were as follows: 1.Experiential learning can help improve students’ achievement in social studies, especially in high level cognition. 2.Experiential learning can enhance students’ attitude toward social studies, especially in interest aspect. 3.Experiential learning can promote students’ long-term attitude on social studies, no matter in interest, value, or confidence aspect. 4.The most important elements of experiential learning are situation, interaction, and reflection. 5.Teachers with various types of teaching styles can adapt experiential learning method when teaching social studies. 6.The experience from the participation of the study helps teachers’ professional growth. Finally, some suggestions were proposed based on the conclusions for further studies.

本研究旨在探討字彙圖教學對台灣國中生英文單字學習之成效，以及此教學方式對學生英文單字學習態度的影響。研究對象為六十三位來自中台灣某國中兩班三年級的學生，隨機指派一班為實驗組，而另一班為對照組。實驗組實施字彙圖教學，對照組實施傳統單字教學，每週上課一次，為期八週。兩組均在教學前後接受字彙測驗並施以單字學習態度問卷，實驗組另以問卷詢問對字彙圖教學的看法。研究結果顯示字彙圖教學比傳統單字教學更能顯著提升學生的單字學習，實驗組在字形、字義及用法上的表現均顯著優於對照組。雖然兩組在教學後對單字學習的態度仍未有顯著差異，實驗組在認知方面的學習態度卻在教學後有顯著改變，此外，實驗組普遍認為字彙圖教學有助於記憶新單字，而且表達出繼續使用的意願。本研究結果建議可採用字彙圖做為幫助國中生學習英文單字的教學工具。 / The present study employed an experimental/control group, pretest-posttest design to investigate the effects of vocabulary instruction using graphic organizers on Taiwanese junior high school students’ vocabulary learning. The subjects were 63 ninth graders from two classes in a public junior high school in central Taiwan. One was randomly assigned as the experimental group (N=32), and the other as the control group (N=31). The experimental group received graphic organizer instruction, while the control group received traditional vocabulary instruction once a week. Vocabulary pre-and post-tests and a vocabulary learning attitude questionnaire were administered before and after the 8-week treatment to examine students’ knowledge of the target words and their attitudes toward vocabulary learning. In addition, their perceptions of the graphic organizer instruction were also explored. The results revealed that graphic organizer instruction could significantly improve students’ vocabulary learning more than traditional vocabulary instruction, and it was effective in improving learners’ knowledge of word form, meaning, and use. Although students in the experimental group did not develop significantly more positive attitudes toward vocabulary learning than their counterparts in the control group, they significantly changed their cognitive attitudes after the treatment. Besides, they generally perceived that graphic organizer instruction could effectively help them remember English words and they were willing to use the word map in their future learning. The findings of this study suggest that the graphic organizer can be used as an alternative instructional tool to facilitate junior high school students’ vocabulary learning.

本論文計一冊，約四萬餘字，內含五章：第一章說明研究的動機與目的、名詞詮釋及 研究限制，第二章則綜論測試焦慮的性質以及各變項與其間的關係，第三章說明研究 設計及統計處理、研究對象、工具及實施程序，第四章則按研究假設陳述研究之發現 ，第五章則針對研究發現做進一步的討論及建議。 本研究以國中三年級學生所預想的聯考情境焦慮反應為測試焦慮的指標，並以積差相 關，變異數分析、多元逐步迴歸探討各變項與其間的關係，聯合各變項可預測其三分 之一的變異量，又因測試焦慮不同於特質焦慮，會在不同的校別與班別間存有差異， 故校際與班際情境因素可能係影響其他變異量的重要因素，有待進一步的探討。男、 女生及、前後段班間預測項不同，預測項間預測項不同，預測項間且存有交互之作用 。

本研究主要目的是探討複式評量融入數學教學對不同學習風格的高二學生在圓與球面課程的學習成效。研究採用不等組前後測準實驗研究設計，以桃園縣一所完全中學高中部二年級社會組兩班共80名學生為研究對象，教師為研究者，非隨機分派一班為實驗組，進行「複式評量融入數學教學」之實驗教學，另一班為控制組，實施「傳統數學科教學」。學生學習風格採用Kolb學習風格量表區分為「主動驗證」及「被動觀察」兩類型。為探究不同學習風格的學生接受不同教學方法後，在數學學習態度、成就及保留三方面的差異性，採用二因子共變數分析之統計方法檢定研究假設，並於實驗教學後以實驗教學回饋單調查其對複式評量之看法及態度，檢定分析及調查結果整理後得如下結論。 一、排除前測影響後，學生在數學學習態度上的表現： （一）學習風格因子與教學方法因子之間沒有交互作用。 （二）學習風格因子不會造成顯著差異。 （三）教學方法因子會造成顯著差異；複式評量教學優於傳統教學。 二、排除前測影響後，學生在數學學習成就上的表現： （一）學習風格因子與教學方法因子之間有交互作用。 （二）以傳統教學法而言，學習風格因子會造成顯著差異；主動驗證風格優於被動觀察風格。 （三）以被動觀察風格而言，教學方法因子會造成顯著差異；複式評量教學法優於傳統教學法。 （四）以被動觀察風格接受傳統教學法後為最差。 三、排除前測影響後，學生在數學學習保留上的表現： （一）學習風格因子與教學方法因子之間有交互作用。 （二）以複式評量教學法而言，學習風格因子會造成顯著差異；主動驗證風格優於被動觀察風格。 （三）以主動驗證風格而言，教學方法因子會造成顯著差異；複式評量教學法優於傳統教學法。 （四）以主動驗證風格接受複式評量教學法後為最佳。 四、實驗組學生在圓與球面課程實施「複試評量融入數學教學」後，絕大多數的學生喜歡此教學方法，而對未來數學課程實施「複試評量融入數學教學」則絕大多數抱持贊成的看法。 最後針對研究結果提出數點建議，以供教師教學及後續研究之參考。 / The purpose of this study is to explore the effects on learning performance of 11th graders based on two factors – teaching methods and learning styles. This study was conducted as a quasi-experimental design. Two classes,which have a total of 80 students, were sampled from a high school in Taoyuan County. One was assigned as an experimental group and the other one as a control group. The first one took a “composite assessment embedded in mathematics teaching” method learning, while the second one took a “traditional mathematics teaching” method learning respectively. This study used the learning styles inventory (LSI) of Kolb to classify learners into two groups – “active experimentation (AE)” and “Reflective Observation (RO)”. Two-way ANCOVA was conducted to test all hypotheses in order to find variations of mathematical learning attitudes, mathematical learning achievements, and mathematical learning retention. The study also investigated the views of points of the students in control group after the experiment. According to the analysis, we reach the following conclusions︰ 1. In mathematical learning attitudes: (1) Teaching methods and learning styles don’t interact significantly. (2) There is no significant difference between two learning styles. (3) There is a significant difference between two teaching methods. The effect on experimental group is better than that on control group significantly. 2. In mathematical learning achievements: (1) Teaching methods and learning styles interact significantly. (2) For the control group, there is a significant difference between two learning styles. The effect on style AE is better than that on style RO significantly. (3) For the style RO, there is a significant difference between two teaching methods. The effect on experimental group is better than that on control group significantly. (4) The effect on control group with the style RO is the worst. 3. In mathematical learning retention: (1) Teaching methods and learning styles interact significantly. (2) For the experimental group, there is a significant difference between two learning styles. The effect on style AE is better than that on style RO significantly. (3) For the style AE, there is a significant difference between two teaching methods. The effect on experimental group was better than that on control group significantly. (4) The effect on experimental group with the style AE is the best. 4. After the experiment, most of the students in the experimental group like “composite assessment embedded in mathematics teaching” method. They also agree that “composite assessment embedded in mathematics teaching” should be conducted in the future. Finally, suggestions for the teachers and future researches are also discussed.

本研究主要目的在瞭解透過動態評量回饋系統輔助教學對提升國中數學學習成效及數學學習態度的影響。本研究針對新北市某國中八年級兩班學生共38人，每週進行五節，總計為六週之數學教學實驗。本研究採準實驗研究設計，自變項為教學模式，在實驗組以動態評量回饋系統融入學習之數學教學課程而在對照組使用一般傳統教學方法進行數學評量及回饋課程。依變項為「數學學習成效測驗」、「數學學習態度量表」，共變項為八上三次段考平均。以單因子共變數分析與二因子重複量數混合設計變異數分析進行統計分析，研究結果如下: 一、在數學科學習成效方面：以動態評量回饋系統輔助數學教學，能提升數學科學習成效。 二、在數學學習態度方面：在數學學習態度分向度之「外在動機」向度上，實驗組與對照組有顯著差異，證實以動態評量回饋系統輔助數學教學，能提升數學學習態度之外在動機。在數學學習態度整體面向並未有顯著差異，證實以動態評量回饋系統輔助教學並未能提升數學整體學習態度。 三、學生對動態評量回饋系統輔助教學的回饋： 1、學生普遍具有正向、積極的反應。 2、學生願意多花時間來加強數學的學習。 綜上所述，本研究針對結果提出具體建議，以提供教學設計、數學教學及未來相關研究之參考。 / The purpose of this study was to investigate junior high school students’ mathematics learning achievement by using a Dynamic Assessment and Feedback (DAF) system. The overall investigation process is designed as a quasi-experiment, where two classes of eighth-grade junior high school students in New Taipei County were randomly assigned to either the experimental(n=18) or the control groups(n=20). It took totally six weeks, and there were five classes per week to perform the instructional experiments. In the experiments, the independent variables were instructional strategies and the dependent variables were Mathematics Achievement Test and Mathematics Learning Attitude. The measurement instruments include Questionnaire for Mathematics Learning Attitude, Mathematics Achievement Test, and Questionnaire for Students’ Perception of Mathematics Instruction with DAF system. According to the students’ Mathematics Achievement Test, the statistical analysis was performed by one-way ANCOVA. By conducting t-test for the scores of the math learning attitude measurement, the analysis of math learning attitude was carried out by the two-way Mixed ANOVA. After analyzing the data, the findings of this study are summarized below: 1.Mathematics Achievement: The experimental group scored higher in the Mathematics achievement test than the control group did. 2.Mathematics Learning Attitude: No significant interaction between the teaching methods was found in attitude for learning Mathematics. A significant difference was found between the experimental group and the control group in their extrinsic motivation for Mathematics Learning Attitude. 3.The students’ feedback after the (DAF) system mode: I.Most students in the experimental group did enjoy the DAF system. II.Most students were willing to spend more time using the DAF system to practice Mathematics. Finally, based on these findings, this study proposes several suggestions for school administrators, teachers in junior high school math curriculum and future research are also discussed.

本研究旨在探討分段式評量教學法對高二學生於學習數學時學習成就的影響。研究對象為台北縣某國立高中二年級理組學生，分為實驗組42位及控制組44位共86位學生，以20週的時間進行實驗，觀察分析其學習成就的改變。 本研究結果發現，在相同教學時間下： 1. 分段式評量教學法在整體學習成就方面有正面影響且結果達顯著差異。 2. 對不同學習風格學習成就之正面影響雖未達顯著水準，但學習成就相對改善值似乎有增加的趨勢。 3. 對不同學習程度分組而言，中分組與低分組學生之學習成就方面有正面影響且達顯著差異。 4. 實施分段式評量教學法的學生比使用傳統教學法的學生在學習態度方面似乎較不會有放棄數學的現象。 綜而論之，分段式評量教學法可提供教學者，在面對數學學習成就低落的學生一個有效的引導方法，讓這些學生不僅不會放棄數學，還能漸漸的建立良好的學習習慣。 / This research mainly aims at evaluating how divided assessment teaching method would effect junior students’ mathematics-learning performance in high school. A case study was conducted on science-team junior students in a Taipei-county high school, composed of 42 students in experimental group and 44 ones in control group respectively, amounting to 86. This experiment spanned as long as 20 weeks for analysis on how students’ learning performance would be benefited. It is thus concluded in this research after evaluating both 2 group’s learning performance in term of equal length of time as below: 1. Divided assessment teaching method would have positive effect on learning performance at significance level. 2. Although divided assessment teaching method has positive effects on learning performance for various learning style subgroups, these positive effects are not significant. Their relative improvements of learning performance seemed to be increased, too. 3. When evaluated in term of original-performance level, students’ learning performance in average-level and in inferior-level subgroups both would be benefited positively at significance level. 4. Students taking divided assessment teaching method would have more persistent learning attitude than those taking traditional teaching method. In summary, divided assessment teaching method could help teachers to offer more effective teaching-guidance to students who had inferior learning performance. As a result, students would not only persist in mathematics learning but also cultivate enthusiastic learning attitude gradually.

本研究的主要目的在於比較「GSP融入數學教學」與「傳統講述教學」對學生學習幾何課程之成效，並探討實驗組學生經由「GSP融入數學教學」後的態度與看法，以便可以作為將來在國中階段發展GSP輔助教學之參考。 本研究採不等組前後測準實驗研究設計，以桃園縣某國中三年級兩班共67名學生為研究對象，非隨機分派一班為實驗組，進行GSP融入數學教學；另一班為控制組，進行傳統講述教學，經由Kolb學習風格量表受測，區分為「具體經驗」及「抽象概念」兩類的學生，教學實驗為期六週共十二節課，教學內容為國三第五冊幾何單元「圓」，探究不同性別與不同學習風格之學生分別接受不同教學方法之後，在數學學習態度、學習成就與學習保留上的差異，採用二因子共變數分析統計方法驗證假設，並於實驗教學後針對實驗組做「GSP使用態度調查表」以了解學生的態度與反應。檢定分析與調查結果，得到以下結論： 一、排除前測影響後，學生在數學學習態度上的表現： (一)不同教學方法分別與不同性別、不同學習風格之間沒有交互作用。 (二)不同性別、不同學習風格均無顯著差異。 (三)不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 二、排除前測影響後，學生在數學學習成就上的表現： (一)不同教學方法分別與不同性別、不同學習風格之間沒有交互作用。 (二)不同性別、不同學習風格均無顯著差異。 (三)不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 三、排除前測影響後，學生在數學學習保留上的表現： (一)不同教學方法與不同性別之間沒有交互作用，且均無顯著差異。 (二)不同教學方法與不同學習風格之間有交互作用。 (三)以GSP融入數學教學而言，不同學習風格會造成顯著差異；抽象概念的學生優於具體經驗的學生。 (四)以抽象概念風格而言，不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。 四、實驗組學生使用GSP態度分析 實驗組學生在幾何單元「圓」實施「GSP融入數學教學」後，絕大多數的學生喜歡此種教學方法，並抱持著正向及肯定的學習態度。 最後根據研究結果提出具體建議，以供學校、教師及未來研究者參考。 / The main purpose of this study is to compare the effectiveness of learning geometry using new teaching method (i.e. GSP in mathematics teaching) and traditional teaching method. For the possibilities of applying GSP to junior high school math teaching in the future, this study also analyze how students learn and react toward ‘GSP in mathematics teaching’. There are two grade 9 classes with totaled 67 students in the study. One class is assigned as the experimental group (i.e. GSP in mathematics teaching). Another class, the control group, is taught by traditional narrative teaching. All student are categorized, based on Kolb Learning Style Inventory(LSI), into two types: Concrete Experience and Abstract Conceptualization. The experiment consists of 12 classes in 6 weeks. The geometry content is ‘circle’, in book V for 9th graders. The study analyzes how students with different learning styles and genders react to these two math teaching methods. The attitudes , achievements and retentions of students learning are the main interests. The hypotheses are tested using two-way ANCOVA. Students in the experimental group are further evaluated with GSP questionnaire at the end of the experiment. The conclusions are as follow: I. For the attitude of students in learning math: 1. There is no interaction between teaching method and gender and between teaching method and style. 2. There is no significant difference between different genders and between different learning styles. 3. Different teaching methods have significant difference: GSP in math teaching is much better than traditional narrative teaching. II. For the achievement of students in learning math: 1. There is no interaction between teaching method and gender and between teaching method and style. 2. There is no significant difference between different genders and between different learning styles. 3. Different teaching methods have significant difference:GSP in math teaching is much better than traditional narrative teaching. III. For the retention of students in learning math. 1. There is no interaction between teaching method and gender. In addition , there are no significant differences between teaching method and between different gender. 2. There is interaction between teaching method and learning style. 3. Learning styles have significant difference when GSP is used in math teaching. Students categorized in Abstract Conceptualization perform better than those in Concrete Experience. 4. Among those Abstract Conceptualization students from GSP in math teaching class is significantly better than those from traditional narrative teaching. IV. For the attitude of students with GSP: Most students in experimental group are fond of GSP in math teaching, and hold a positive attitude toward learning . Finally, suggestions based on this study will be provided for school authority, teachers and other researchers. Keyword: GSP, computer-assisted instruction, learning style, mathematics learning attitude, mathematics learning achievement, mathematics learning retention, ANCOVA

第二語言學習的研究者指出，有效的單字加強練習活動可以增強學生的單字學習，然而過去相關研究的練習題形式偏重於個人學習，較缺乏同儕之間的互動學習。因此，本研究採用準實驗量化研究法，藉此探討比較閱讀後的單字互動式任務(interactive tasks)及傳統的單字練習題(vocabulary exercises)對國中生英語字彙習得(vocabulary learning)與單字學習態度(vocabulary learning attitudes)的影響。 本實驗的研究對象為桃園縣某公立國中的兩班八年級六十三位學生，所有受試者依其原本的班級被隨機指定為互動式任務組和傳統單字練習題組，兩組同學於每堂課都接受相同的閱讀文章和閱讀理解問題，並在閱讀之後進行不同的單字加強練習活動，每堂課合計為45分鐘，歷時六堂，一共練習25個單字。實驗前後，兩組受試者分別進行單字測驗及單字學習態度前後測，以瞭解學生的主要單字(target words)學習情形和學習態度轉變。資料分析採用SPSS 18.0版本，包含描述性統計、獨立樣本和成對樣本t檢定、及共變數分析。 研究結果顯示: (1)在單字學習成效方面，接受互動式任務的學生明顯優於接受傳統單字練習題的學生；(2)在辨識字彙的能力(receptive vocabulary knowledge)和應用字彙的能力(productive vocabulary knowledge)方面，互動式任務明顯地有助於提升受試者在以上下文為主的試題(選擇題和文意字彙)表現，但在無上下文的試題(中翻英和拼字)方面，兩組並無顯著差異；(3) 就受試者單字學習知識(vocabulary knowledge)質的改變而言，互動式任務組亦優於傳統單字練習題組；(4) 對於受試者的單字學習態度，兩組在認知、情意、行為及單字練習加強活動皆有某些方面的改變。 最後，本研究認為英語教師可以多設計以單字為主的互動式任務來增進學生的學習，並提出建議供未來研究為參考。 / Research into second language learning has pointed out that effective word- focused activities can facilitate students’ vocabulary learning. Yet, previous studies have been mainly focused on individual learning and on lack of interaction between peers. Therefore, the study adopted a quasi-experimental research design to compare the effects of specialized post-reading interactive vocabulary tasks and traditional vocabulary exercises on junior high school students’ vocabulary acquisition. Changes in learners’ attitudes to vocabulary learning were also investigated. Participants were 63 students from two eighth-grade classes in a junior high school in Taoyuan, Taiwan. The two classes were randomly assigned to the IT (interactive tasks) group and the VE (vocabulary exercises) group. Both groups received the same reading texts and reading comprehension questions, but they completed different vocabulary enhancing activities. Each class session was 45 minutes, and there were six class sessions, with a total of 25 target words for practice. To assess learners’ vocabulary knowledge of the target words, the two groups took pre- and post-vocabulary tests and a vocabulary learning attitude questionnaire before and after the experiment, to see if there were any attitude changes among learners throughout the study. The collected data was analyzed using SPSS 18.0, including descriptive statistics, Independent Samples t-test and Paired Samples t-test, and analysis of covariance (ANCOVA). The results are summarized as follows. First, in terms of vocabulary growth, students completing interactive tasks significantly outperformed those who received vocabulary exercises. Second, concerning receptive and productive word knowledge, interactive tasks were helpful in elevating learners’ performance on contextualized assessments like multiple-choice questions and filling-in blanks. However, in decontextualized assessments like L1 translation and spelling, there was no significant difference between the groups. Third, interactive tasks led to better performance on learners’ qualitative changes in vocabulary knowledge than did vocabulary exercises. Finally, for participants’ vocabulary learning attitudes, both groups had some changes in their cognitive, affective, and behavioral learning, and in perceptions of word-focused activities. In conclusion, the researcher suggests that English teachers design and apply more word-focused interactive tasks to enhance students’ vocabulary acquisition, and provides suggestions for future research.