賴慶祥LAI, CHING-HSIANG陳采翎CHEN, TSAI-LINGTSAI-LINGCHEN醫學資訊學系碩士班2026-10-132024-07-2320242024-07-01https://handle.ncl.edu.tw/11296/9q8nsshttps://scholars.csmu.edu.tw/handle/123456789/21208研究目的：本研究旨在探索程式語言課程中教師教學策略的解釋和促進與學生反應的價值、積極性、參與度和評估以及學習成效之間的關係，瞭解學生對於課程活動的反應，並提出相應的改進建議以促進學生對於課堂與教師的價值、積極性、參與度和評估以及學習成效。研究方法及資料：本研究使用StRIP (Student Response to Instructional Practices)問卷，對修讀程式語言課程之學生在開學後分別於第二周、第十一周和第十六周進行前測、中測和後測三次調查。本研究經資料蒐集完成之後，去除無效問卷資料並建檔整理後，利用統計軟體進行描述性統計、項目分析、皮爾森相關分析、獨立樣本t檢定、廣義估計方程和結構方程模式，進行資料分析。研究結果：課程、性別、經驗差異和科系差異對於學生反應及學習成效有影響。教師教學策略的解釋會提升被動學習，但過度的解釋又可能抑制主動學習、小組活動和個人導向活動。教師教學策略的促進對學生反應的積極性和參與度有正面影響。被動學習和個人導向活動能提高學生反應的價值和積極性感受並且對於課程與教師的評價提升，而個人導向活動又能促使學生的學習成效提升。結論與建議：課程、性別、經驗和科系差異影響學生反應及學習成效，因此教師在課程設計和實施時應考慮學生的差異性，對於不同差異學生應該採取差異化教師教學策略，使學生都能夠在適合自己的節奏下學習課堂學習。教師教學策略與學生反應和學習成效之間存在顯著相關，因此教師應透過清晰解釋課堂活動與在課堂上給予指導提高學生反應，並促進課餘時間的自主學習，以提升學生的學習成效。Objective：This study aims to explore the relationship between the explanation and facilitation of teaching strategies in programming language courses and students' values, positivity, participation, evaluation, and learning effectiveness. It seeks to understand students' responses to course activities and proposes corresponding improvement suggestions to enhance students' perceptions of the course and the teacher's value, positivity, participation, evaluation, and learning effectiveness.Methods and Materials：The study utilized the StRIP (Student Response to Instructional Practices) questionnaire to survey students enrolled in a programming language course. Surveys were conducted at the beginning (pre-test), in the second week (mid-test), the eleventh week, and the sixteenth week (post-test) of the semester. After collecting and organizing the data by excluding invalid questionnaire responses, statistical software was employed for descriptive statistics, item analysis, Pearson correlation analysis, independent samples t-tests, generalized estimating equations, and structural equation modeling for data analysis.Results：Course content, gender, experience differences, and department differences all affect students' responses and learning effectiveness. The explanation of teaching strategies can facilitate passive learning, but excessive explanation might inhibit active learning, group-based activities, and self-directed activities, thereby reducing student participation in the class. The facilitation of teaching strategies positively influences students' positivity and participation. Passive learning and self-directed activities can enhance the perceived value and positivity of students' responses, as well as improve their evaluations of the course and the teacher. Moreover, self-directed activities can further enhance students' learning effectiveness.Conclusion and Suggestion：Course content, gender, experience, and departmental differences influence students' responses and learning effectiveness. Therefore, teachers should consider these differences when designing and implementing courses, adopting differentiated teaching strategies to allow all students to learn at a pace suitable for them. There is a significant correlation between teaching strategies and students' responses and learning effectiveness. Therefore, teachers should enhance student responses through clear explanations of classroom activities and guidance during class, and promote self-directed learning outside of class to improve students' learning effectiveness.程式語言課程教師教學策略學生反應廣義估計方程結構方程模式Programming language coursesTeaching strategiesStudent responsesGeneralized estimating equationsStructural equation modelingthesis