| Summary: | 碩士 === 國立虎尾科技大學 === 資訊管理研究所在職專班 === 97 === With the maturity of internet technology, internet education, with its ability to break the traditional time and space limitations, is rapidly becoming a part of mainstream education. Prior to this, assessments done on junior high school history curriculums showed a bottleneck in the hours of teaching. Not only did this fail to increase students’ achievement in the subject, it also eroded their readiness to learn. It is hoped that a digital history teaching platform’s formulation can resolve this problem.
The research pushes for a feasible solution. We encourage history teachers to collect material and student needs, combine these factors with present digital syllabus and build a platform on freeware such as Moodle. This is so to better utilise the highly interactive learning environment in hope to make programs more lively, increase learning opportunity, and consequently boost students’ social learning achievements and readiness to learn.
The experimental syllabus introduced in the research takes sample from the author’s 91 students, with regular assessments conducted into readiness to learn, learning achievement, variation of attitude and satisfaction towards the online teaching program. This paper has some findings in this respect:
1.Participants of the experiment show signs of improving social learning achievement.
2.Gender difference is irrelevant among participants in terms of social learning achievement.
3.Participants generally agree that the experimental program stimulates interest in the subject of history.
4.Participants were satisfied with the program, especially the supplementary notes, animation that summarises the chapter, and the course’s Power Point Slides.
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