本研究以國中電化學概念為主題，運用認知心理學的理念發展電腦動畫輔助教學媒體，作為教學輔助之用。除協助學生建構電化學之微觀概念
，並從中探討學生經由電化學單元教學活動後，對其電化學學習成就之影響與學生對電腦動畫輔助教學方式之態度。
為驗證所發展的教學媒體在協助學生電化學概念的學習成效，以台北縣某私立國中之81名國三學生為研究樣本，依準實驗研究設計分為實驗組與對照組，比較兩組之學習成效、分析實驗組於後測試卷之迷思概念，並以問卷調查瞭解實驗組學生與教室觀察教師對於此媒體之態度與建議。本研究結果擇要於下：
1. 實驗組與對照組之後測成績經T考驗比較後，具有顯著差異，可知本
研究之國中電化學電腦動畫輔助教學媒體的確能提升學生之學習成效
。
2. 經教學後發現，學生存有若干迷思概念，主要原因為學生之先備知識
（氧化還原及基本電學概念）不足，以及電化學概念對學生而言有許
多抽象難理解的現象，因此在短時間教學內，學生雖然對電化學概念
有更進一步的瞭解，但仍習於以記憶背誦的方式應付，無法將所學概
念予以應用。
3. 實驗組學生對電腦動畫媒體有正面的態度，認為以動畫呈現化學反應
中抽象、微觀的現象，可以幫助其對於靜態圖片及文字敘述之理解，
加深對實驗內容的印象，而且各單元之動畫呈現簡單、豐富，很容易
就可瞭解內容的陳述。
4. 教室觀察教師發現電腦動畫的教學方法確實能夠吸引學生的注意力，
引起學生的學習興趣；以電腦動畫方式呈現實驗反應中離子、電子的
移動情形，可以幫助學生建立粒子模型的觀念。

This research investigated the use of computer animations of microscopic chemical processes and instruction based on cognitive theory to promote junior high school students’ learning of electrochemical concepts and the attitudes of using the computer animation in teaching-learning environment.
In order to prove that computer animations could help students to learn electrochemical concepts. This research took quasi-experimental design, and the samples consisted of 81 ninth grade students in Taipei, who divided into two classes. One class was experimental group and the other was control group
. The research compared the teaching effect between computer animations and traditional teaching. Students in the experimental group answered the questionnaires in regard to this teaching method and their opinions. The major results of this research were as follow:
1.According to the achievement test, experimental group had
greater effect than control group. So we could identify that
the computer animations could promote students'
electrochemical concepts.
2.After analyzing the achievement test, we found experimental
group had some misconceptions that were because students’
prior knowledge was not enough and the teaching time was too
short, too. Many electrochemical concepts are abstract so
that students still were used to memorizing them to recite.
3.Experimental group had positive attitudes toward these
computer animations in learning. Students thought the
animations could clearly show abstract and microscopic
processes to help them realize the static images and text.
The content of animations was so concrete, distinct and
simple that students could learn easily.
4.The observer found that the animations could catch students’
eyes and cause students’ motivation to learn. The animations
were easy to communicate effectively to display the movement
of ions or electrons that could help students construct the
concepts of particle model.

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