• 作者： 游文楓；佘曉清
• 作者服務機構： 台北縣立清水高中; 交通大學教育研究所
• 中文摘要： 本研究目的是探討網路化及非網路化問題解決教學策略對國一學生生物學習成效的影響。研究方法採準實驗設計，以六個班的國一學生為對象，分組依據為自然科第一次段考成績，分為學業成績相近的實驗組（網路化問題解決教學策略）及對照組（非網路化問題解決教學策略），每組各三個班共117人，實施為期一個半月的實驗教學。資料蒐集包括非結構化生物問題解決測驗、生物學科成就測驗及師生互動量表測驗。研究結果發現：網路化問題解決教學策略有助於提升學生非結構化問題解決測驗的延宕成績，由此可顯示，網路化問題解決教學策略有助於非結構化生物問題解決能力的延宕效果。在學科成就測驗上，兩組間不管是在後測或延宕測驗上均未達顯著性差異，顯示這兩種教學策略對學生學科成就並未造成顯著性差異。由師生互動態度量表測驗中發現，實驗組學生的前後測比較上在「挑戰性問題」、「鼓勵與稱讚」、「非語言支持」及「了解與友善」等四個向度達顯著性差異，而對照組只有在「挑戰性問題」一個向度達顯著性差異。
• 英文摘要： This study investigates the impact of web-based problem solving instruction on junior high school students' biology learning. The design of this study is a quasi-experimental design. Two hundred thirty four 7th grade students from six classes of a middle school participated in this study. Three classes of students received web-based problem solving instruction (experimental group) and the other three classes of students received non-web-based problem solving instruction (control group). The instruments used in this study were: Ill-Structure Problem Solving Test (IPST), Biological Ac-hievement Test, and Teacher Communication Behavior Questionnaire (TCBQ). Results show that the experimental groups' students performed significantly better on their retention-test scores on the IPST than control group students. Moreover, the experimental web-based problem solving group students' post-test scores on the following scales were significantly better than their pre-test scores: challenging questioning, encouragement and praise, nonverbal supportive, and understanding and friendly scales of TCBQ. The control group students' post-test scores on the challenging scale of the TCBQ was significantly better than their pre-test scores.
• 中文關鍵字： Problem Solving, Web-based Instruction, Learning Effect
• 英文關鍵字： 問題解決、網路融入教學、學習成效