摘 要本研究根據李宜洲(2015)以關子嶺溫泉區為例所製作之溫泉知識簡報式教材及互動式教材為研究工具，依據簡報式教材之被動學習及互動式教材之自主學習的二種學習方式，探討分析互動式教材對增進國小學童溫泉知識教學之各項成效。本研究採用立意採樣法實施問卷測驗，研究對象分別為都市型學校台南市永康國小三、四、五年級各2班153位學生，及鄉村型學校台南市南安國小三、四、五年級各2班157位學生。研究結果發現，不論是鄉村型或都市型之三到五年級學生，「簡報式教材」及「互動式教材」皆能有效地增進其溫泉知識，其中以三年級之進步率皆最低，其主要原因有(1)對文字敘述的理解程度較低，(2)對於利用電腦自主學習有一定的障礙，顯見應針對三年級學生作適當的教材調整。又「簡報式教材」的被動學習方式進步情形優於「互動式教材」自主學習方式，且「互動式教材」對增進都市型學生溫泉知識效果雖優於鄉村型學生，但並無較大的優勢，顯見老師課堂講解對學生專注於學習有一定的約束力，且及時解惑也有助於學習成效，故建議可在「互動式教材」的學習過程中，適當地加入老師講解。 AbstractGuanziling Hot Spring Area is an important location for extracurricular teaching of students of middle and elementary schools in Tainan City. However, they lack proper electronic teaching materials for extracurricular teaching of elementary schools. This research takes as its research tool the brief report teaching materials and interactive teaching materials concerning hot spring knowledge produced with the example of Guanziling Hot Spring Area by Li Yizhou (in 2015), draws on the two kinds of learning modes, namely, passive learning based on brief report teaching materials and independent learning based on interactive teaching materials and explores the effects of interactive teaching materials for enhancing the hot spring knowledge teaching of elementary students. This research adopts the purposive sampling in the questionnaire test, of which the objects of research are respectively 153 students of 2 classes each of Grade Three, Four and Five of Yongkang Elementary School of Tainan and 157 students of 2 classes each of Grade Three, Four and Five of Nanan Elementary School of Tainan.According to the research results, for whether rural or urban students of Grade Three to Five, the two teaching materials can both effectively enhance the hot spring knowledge of students, amongst whom the progress of students of Grade Three is the lowest. The main reasons are: (1) They have a low understanding in written description; (2) They encounter some obstacle in using a computer to learn independently, which indicates that the teaching materials for Grade Three students should be adjusted appropriately. The progress of the students in the passive learning based on brief report teaching materials is better than that of independent learning based on interactive teaching materials. The interactive teaching materials show a better enhancing effect for the hot spring knowledge of urban students than that of rural students, but it has not a distinctive advantage, which indicates that the classroom explanation of the teacher has certain constraint on the focus of students in learning. Clearing up the confusion in time is also helpful for enhancing their learning effect. Therefore, it is suggested that the explanation of the teacher should be introduced appropriately in the learning course of interactive teaching materials.
