AStudyonUsingInternettoImplementConstructivistScaffoldingTeachingforResearchMethodCourse

[[abstract]]鷹架理論主張由教師提供一暫時性的支持來協助學生發展學習能力，這暫時性的支持（鷹架）可能是一種教學工具或教學策略，隨著學習者能力的提昇，便逐漸將學習責任轉移至學生身上，最後讓學生能主導學習，並經由學習建構出屬於自己的知識。 本研究採用實驗法，以靜態組間比較(The Static-Group Comparison)進行，以高雄第一科技大學資管碩士班的一般生、資管碩專班的在職生為教學實驗樣本，並在指派分組後，一組為接受實驗變數的實驗組(一般生)、一組為不接受實驗變數的控制組(在職生)，進行為期十週的實驗教學，以探討應用網際網路輔助之建構式鷹架教學模式與一般傳統教學模式對學習效果的影響，並且進一步分析應用網際網路輔助之建構式鷹架教學模式是否較一般傳統教學模式更能強化師生互動程度對學習效果的影響。 本研究貢獻有︰(1) 針對「研究方法」課程，以網際網路輔助發展該課程之建構式鷹架教學模式；(2) 針對「研究方法」課程來看網際網路輔助之建構式鷹架教學模式對學習績效、學習成績、學習滿意度、師生互動與學習能力成長力的影響﹔(3) 提供日後相關研究之參考。[[abstract]]“Scaffoldings” states to let teachers provide a Temporary Support to help the students developing their self-scaffolding, this Temporary Support (the scaffolds) might be a kind of teaching facility or teaching strategy, as the capability of the learner advanced, the learning responsibility will shift gradually to the student, finally the student can dominate his/her learning. In this study, Internet and the Constructivist Scaffolding Teaching Theories are applied to develop a teaching model based on the “Research Method” The contributions of this study are: (1) Based on the “Research Method” course, to develop that program’s Constructivist Scaffolding Teaching Model supplemented by Internet; (2) Based on the “Research Method” course, to see the influences of the Constructivist Scaffolding Teaching Model supplemented by Internet toward the learning performance, learning achievement, learning Satisfaction, interaction between teachers and the students, and the growth of learning capabilities