本研究旨在探討教學策略及學習者的電腦態度，對「字形解碼」式中文輸入法之字根的學習及應用成效，並探討英文輸入能力與其字根學習及應用成效的關聯性。研究樣本為高職資處科一年級127位學生。在教學實驗中，依據不同的教學策略學習活動分為精熟學習組、精緻化學習組、或混合學習組；電腦態度包含信心、焦慮、有用性、喜好等四個分量表，分別依電腦態度量表中各分量表得分，分為高信心組與低信心組、高焦慮組與低焦慮組、高有用性組與低有用性組、高喜好組與低喜好組，電腦態度則依各分量表得分加總，分為高電腦態度組與低電腦態度二組。
研究結果發現：（1）在字根學習成效上，不同教學策略學習活動各組間沒有顯著差異；高電腦態度組顯著優於低電腦態度組；高信心組顯著優於低信心組；低焦慮組顯著優於高焦慮組；高喜好組顯著優於低喜好組；高有用性組與低有用性組則無顯著差異；而且英文輸入能力與字根學習成效之間有顯著正相關；（2）在字根應用成效上，精緻化學習組及混合學習組顯著優於精熟學習組；高電腦態度組顯著優於低電腦態度組；高信心組與低信心組無顯著差異；低焦慮組與高焦慮組無顯著差異；高喜好組顯著優於低喜好組；高有用性組與低有用性組無顯著差異；而且英文輸入能力與字根應用成效之間有顯著正相關。

The purpose of this study was to explore the achievement and application of Chinese character-pattern learning in relation to different instruction strategies, and different learner’s attitude toward computer. And their correlation with English keyboarding skills was also surveyed. The study samples consisted of 127 students of a commercial school. The subjects were assigned to one of the three experiment groups: the master-learning group, the elaboration-learning group, or the combination-learning group. Also a computer attitude scale was adopted in this study. According to the scale, the subjects were identified as either high or low in the following categories: computer attitude, computer confidence, computer anxiety, computer usefulness, computer liking.
The main findings of this study can be described briefly as follows: first, in the achievement of Chinese character-pattern learning, different instruction strategies caused no significant difference. But the group with high computer attitude, high computer confidence, high computer liking and low computer anxiety outperformed the group with low computer attitude, low computer confidence, low computer liking and high computer anxiety. And English keyboarding skills and the achievement of Chinese character-pattern learning had positive correlation. Second, in the Chinese character-pattern application, the elaboration-learning group and the combination-learning group outperformed the master-learning group. And the group with high computer attitude and high computer liking outperformed the group with low computer attitude and low computer liking. Besides, English keyboarding skills and Chinese character-pattern application had positive correlation.

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