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頁籤選單縮合
題名 | Use of Microcomputers in Physics Courses in Normal Universities and Teachers' Colleges in Taiwan, R. O. C.=師範院校物理系數理系應用電腦於普物電磁學之研究 |
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作者 | 陳義勳; |
期刊 | 臺北市立師範學院學報 |
出版日期 | 19920600 |
卷期 | 23 1992.06[民81.06] |
頁次 | 頁607-635 |
分類號 | 522.6 |
語文 | eng |
關鍵詞 | 物理系; 師範院校; 普物電磁學; 數理系; 應用電腦; |
中文摘要 | 此論文針對國內三所師大的物理系及九所師院的數理系之普通物理、電磁學兩科對其師院師生進行普遍(全面)調查微電腦使用在普物、電磁兩門課的教與學之情形。 本論文的取樣(sample)包括(1)學生部分:修普通物理、電磁學的學生792人回收710 份(回收率89.6)。(2)教師部份:28位教授、回收28份(回收率100)。 本研究有關學生部份的問卷包含(1)修習電腦課程情形;(2)使用電腦及花在電腦上 的時間等10項。 本研究教師部份的問卷包含(1)使用電腦教學情形:是否使用微電腦輔助教學。(2) 教師對電腦輔助教學之性向與知能、教師對電腦輔助教學之知識性或能力性。 由學生問卷的部份發現12師範院校之微電腦數平均124部,微電腦數與學生人數 比值介在0.047至0.196,絕大部份學生(n=622,93.4)並未參加電腦社團。44位受調查 學生(7位師大,37位師院)使用電腦每週超過兩小時在電腦社團上。37位師大學生 與50位師院學生每週超過5小時在電腦上。 在18位普物教授中,只有兩位教授使用電腦在輔助教學上。在12位電磁學教授中 只有一位使門微電腦於教學中。在電腦程式中,根據數據發現有一位教授每週花 一個小時在一般程式上,2位教授報告他們每週花不到一個小時在程式設計。 在學生方面,有81.9(n=516)的學生同意微電腦應該使用在個別學習�堙C有 70.3(n=438)的學生同意微電腦應該使用在模擬。56.5(n=351)的學生同意微電腦應該 使用在快速回饋上。65.2(n=404)的學生同意微電腦應該使用在家教式輔導。 69.2(n=434)的學生同意微電腦應該使用在解題技巧上。63.3(n=395)的學生同意微電 腦應該使用在人機交互作用上。87.4(n=550)的學生同意微電腦應該使用在繪圖 上。有90.8(n=645)的學主在受調查前已修了電腦課程。 至於設備方面59.9(n=418)學生說學校微電腦不夠使用,而67.9(n=19)教授說學校微 電腦已夠使用。(師生對微電腦設備之足夠與否有如此差距可能教授有較好的使用 服務,行政部門對教授有較多使用上的支援)。 至於添購機器方面之意見歸納如下: (1)認為再添購20部以下者有9.4(n=67)之學生及7.1(n=2)之教授。 (2)認為再添購20至50部下者有34.5(n=245)之學生及18(n=5)之教授 (3)認為再添購50部以上有14.6(n=104)之學生及7.1(n=2)之教授。 有74.1(n=526)的物理學生並未使用微電腦在實驗上,有66.9(n=475)的學生並未使 用微電腦在非實驗上。有27.9學生宣稱擁有電腦操作能力,教授方面85.7(n=24)宣 稱有此能力。有82.2(n=23)的教授同意微電腦是改進教與學效率之主要工具;有 64(n=445)的學生同意微電腦為幫助學生有效學習物理之工具。 由學生問卷中發現使用微電腦在教學上效應之意見反應有五個(1)學生使用電腦 的適切性;(Appropriate computeruse)(2)學生使用電腦的舒適性:(Coirfortable with computer)(3)學生使用電腦的勝任性(Computer competency)(4)社交/生理(視力)之關 切(Social/physiological concerns)(5)應用電腦在科學學習上之潛在衝擊(Potential impact of computer of science learning)在作多變異數分析(MANOVA)中發現了在(1) 學校型態在電腦的性向、電腦經驗、一般認知(perception)、知識與學習之認知 (perceptton)(MANOVA之wilksλ=0.00p<0.01)。(2)性別在電腦經驗中根據數據有顯 著差異(MANOVA之wilks λ=0.00P(0.01)。 本論文發現28.6受調查教授使用微電腦於物理教學活動中,有高百分比(非實驗部 份74.1,實驗部份66.9)師大、師院學生並未使用微電腦在它們物理學習上,但師 生一般同意微電腦在物理上之使用應予以增加,同時認為師範院校微電腦設備不 敷師生在物理教與學上之使用。 本論文提供物理學者、電腦專家及行政人員包含(1)建議提供訓練師生電腦之執行 計劃。(2)修改納入電腦使用之物理教學法。(3)編列購製微電腦、列表機和周邊系 統之基金及預算。 |
英文摘要 | The study focuses on the subjects of general physics and electricity and magnetism in physics department in normal universities and mathematics and science department in teachers' colleges. Also the study bases on using of microcomputers in these departments. The paper included (1) student part: the total subjects are 792 (710 back) and (2) teacher part: the total subjects are 28 (28 back). The survey divided into (1) courses taken and (2) computer use. There are 10 items are included in student part. In teacher part, teaching by using computers and teachers' attitude and ability of computer assisted instruction (CAI). The average number of computers is 124 in all 12 normal universities and teachers' colleges, i.e. the computer number per student between 0.047 to 0.196. In addition to there are 622 students from 710 not attend computer club. There are 44 students use computers over two hours per week. Also there are 87 participants reporting their using computer time over 5 hours per week. There are only two professors using CAI among 18 general physics professors. Also there is only one professor in that way teaching among 12 electricity and magnetism professors. According to above 3 professors using CAI teaching methods: one of those spends one hour per week in programming, two of those spend less than one hour per week in programming. In student part there are 81.9% (n=516) of students agree that microcomputers should be used in individual study, 70.3% (n=438) of students agree that micro-computers should be used in simulation, 56% (n=351) of students agree that microcomputers should be used in quick-feedback, 65.2% (n=404) of students agree that microcomputers should be used in tutorial-teaching, 69.2% (n=434) of students agree that microcomputers should be used in problem-solving, 63.3% (n= 395) of students agree that microcomputers should be used in person-computer interaction, 87.4 %(n=550) of students agree that microcomputers should be used in graphing, and 90.8 %(n=645) of students reported that they had taken computer courses before survey. According to the survey, there are 59 %(n=418) of students who think microcomputers, which are not enough for use. Also there are 67.9% (n=19) of professors who think microcomputers being not enough for using. In summary of computer equipment: (1)9.4% (n=67) of students and 7.1% (n=2) of professors thought that school authority should add less than 20 computers in teaching activities, (2) 34.5% (n=245) of students and 18% (n=5) of professors thought that school authority should add from 20 to 50 computers in teaching activities, (3) 14.6 %(n=104) of students and 7.1% (n=2) of professors thought that school authority should add more than 50 computers in teaching activities. According to survey, 74.1% of physics students didn't use microcomputers in laboratory activities, also 66.9% (n=475) didn't use microcomputers in non-laboratory activities. 27.9% of students and 85.7 %(n=24) of professors claim they have computer operate ability. 82.2% (n=23) of professors agree that microcomputers can improve teaching and learning activities, and 64% (n=445) of students agree that microcomputers can help students to learn physics. In students survey part, there are five items of effects of microcomputer teaching and learning, i.e. appropriate computer use, comfortable with computer, computer competency, social/physiological concerns, and potential impact of computer on science learning, In MANOVA, the researcher finds that there are two results(1)school type can influence students' microcomputer attitude, microcomputer experience, and perception.(MANOVA's λ=0.00 p<0.01)(2)gender is a major factor in microcomputer experience.(MANOVA's λ=0.00, p*<0.01)28.6% of professors reported that they use microcomputers in physics teaching activities. High percentage of students (74.1% in non-laboratory, 66.9% in laboratory) including normal university and teachers' college students didn't use microcomputers in their physics learning. Majority of surveyed students and professors agree that microcomputer should be used in physics teaching and learning activities. Also they agree that the number of microcomputers of normal universities and teachers colleges is not enough. In this paper, the researcher recommend three viewpoints: provided a execute plan of computer training of professors and students, modify physics teaching methods to adopt CAI, and create a foundation and provide budget for buying micro-computers, printers and peripheral equipment. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。