本研究主要目的在探討實施具教師引導之學生中心的專題導向學習對學生學習成效的提升及影響，研究者以「數位說故事」的內容設計融入專題導向的教學方案，以高年級學生為研究對象進行實際教學，學生在學習歷程中使用資訊科技設備輔助來完成作品。本研究採準實驗研究方法，設計以Photo Story及會聲會影為教學媒介的教學模式，將學生分派至「具教師引導之學生中心的專題導向學習組」、「學生中心之專題導向學習組」、「教師中心之專題導向學習組」、及「控制組」四組，以進行實驗教學。選擇桃園縣某國小高年級學生為研究對象，收集受試者資料進行統計分析，並輔以教師的教學日誌、學生晤談紀錄的質性資料加以分析與探究，最後形成結論並提出研究之建議。根據研究結果發現具教師引導之學生中心專題導向學習能顯著提升學習成效，具教師引導的教學方法比未具教師引導的教學方法能顯著改善學生的電腦技能以及健康與環境教育常識測驗的分數，且接受專題導向學習的學生比未接受專題導向學習的學生之電腦技能亦有顯著差異。此外，針對本研究的發現，研究者提出在數位說故事學習環境中，嘗試以不同的教學法或組合，實施專題導向學習，並比較之間對學習成效的差異，作為國內其他預計推行或已在進行專題導向學習的教師及後續研究的學者之參考。

This study investigated, via quasi-experiments, the effects of Students-centered project-based learning with Initiation (SPBL with Initiation) on the development of students’ computing skills. In this study, 96 elementary school students were selected from four class sections taking a course titled ‘Digital Storytelling’, and were assigned into the following four groups: SPBL with Initiation group (G1, n = 20), SPBL group (G2, n = 31), PBL group (G3, n = 24), Traditional group (G4, n = 21). They had to design digital materials for digital storytelling. The author collected both quantitative and qualitative data, including the interview with students and teacher’s journal. Based on the analysis in this study, it is found that the effect of SPBL with Initiation on improving students’ computing skills and environmental knowledge was significantly higher than those without. This research provides an innovative design and illustration of SPBL with Initiation for teachers, educators, and schools which pay attention to enhance students’ computing skills.

謝誌
目 次 i
表 次 iii
圖 次 iv
第一章 緒論 1
第一節 研究背景與研究動機 1
第二節 研究目的與研究問題 6
第三節 名詞釋義 7
第四節 研究範圍與研究限制 9
第二章 文獻探討 11
第一節 數位說故事11
第二節 專題導向學習20
第三節 教師引導 27
第四節 學生中心之學習方式 29
第三章 研究方法 31
第一節 研究流程 31
第二節 研究對象 33
第三節 實驗設計與程序 33
第四節 專題導向學習設計 36
第五節 資料來源及蒐集程序 40
第四章 資料分析與討論 45
第一節 前測結果分析45
第二節 後測結果分析48
第三節 討論 58
第五章 結論與建議63
第一節 結論 63
第二節 研究貢獻 64
第三節 給有意願採用專題導向學習的教師之建議 65
第四節 後續研究建議 67
第五節 研究限制 67
參考文獻 69
附錄77

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