| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 101 === This study attempts to research two points about the " the influence of peer groups" and " learning interest: individual interest and situational interest". Design situational interest in three dimensions: text-based interest, task-based interest and knowledge-based interest for the spindle science reading activities to improve students' learning interest. And we analyze the conversion of situational and individual interest in the course of learning activities. In order to achieve the foregoing object, researchers try to understand students’ present learning interest through their own meter of "high school student biology learning interest ", and they design alternative（unlike paper textbooks）and diverse materials, collect data on their own, present the learning task freely, and combine with prior knowledge of science reading activities. So students have different feeling from traditional teaching. Finally test students' situational interest and individual interest respectively. Through the change of situational interest and individual interest, we can understand the aspect of situational interest in the science classroom.
According to the research results, we can find：
（1） When making science text become variable and special , the learners’ text-based interest will be improved.
（2） Learners having different learning strategies will produce different results.
（3） When textbook knowledge is creative, energizing and linking to the prior knowledge, the learners’ text-based interest will be improved.
|
|---|
