本研究旨在探討 JavaScript 動畫融入教學對於高中二年級學生後設認知與學習 成效之影響。
本研究對象為研究者家教班學生 6 人，分別來自於台中市幾所公私立高中，採 單一個案研究的「跨參者多探測設計」，並以「基線、介入期課程提問單」、「基 線、介入期動畫提問單」、「自編教學講義」、「簡諧運動課程認知評量測驗」、「學習 動機量表」、「學習滿意度調查表」及「半結構式訪談表」為測驗工具，探討高中物 理簡諧運動單元以 JavaScript 動畫融入教學對於學習者後設認知與學習成效之影 響。
經統計分析後，研究結果如下:
一、低程度研究參與者先備知識圓周運動概念不足，中程度研究參與者概念模糊， 高程度研究參與者具有相當良好的概念。
二、經 JavaScript 動畫融入教學，後設認知能力表現變化及顯著性上，中、低程度 研究參與者優於高程度研究參與者。
三、三種不同程度學生在學習成效上表現均優於未接受 JavaScript 動畫融入教學學 生。
四、學生整體均對 JavaScript 動畫教學感到滿意，中、高程度學生的滿意度較高， 低程度學生相對較低。
本研究之結果與發現，可提供有關高中學生物理學習及多媒體教材編製之參 考，及未來進一步研究之建議。

This research aims to discuss the effects of integrating JavaScript animation into physics teaching on learners' metacognition and learning achievement.
The 6 subjects of this research are the students of the researcher's tutoring class, and they come from several public and private high schools in Taichung City. The "cross-participant multiple design" of a single case study is adopted, and the "baseline and intervention period course questionnaires" are used. "Baseline and Intervention Period Animated Questionnaire", "Self- made Teaching Handouts", "Simple Harmonic Movement Course Cognitive Evaluation Test", "Learning Motivation Scale", "Learning Satisfaction Survey Form" and "Semi-Structured Interview Form" as a test tool, it is used to explore the influence of the JavaScript animation into the teaching of high school simple harmonic motion unit of the metacognition and learning effect of the learners.
The research results are summarized as follows:
1. The low-level research participants have insufficient prior knowledge of
the concept of circular motion, the middle-level research participants have vague concepts, and the high-level research participants have quite good concepts.
2. After the JavaScript animation is integrated into the teaching, the change and significance of metacognitive ability performance, the middle and low level research participants are better than the high level research participants.
3. Students with three different levels performed better than students who did not take JavaScript animation into teaching in terms of learning effect.
4. The students are generally satisfied with the JavaScript animation teaching. The satisfaction of the middle and high-level students is relatively high, and the low-level students are relatively low.
The results and findings of this study can provide references for senior
high school students' physics learning and compilation of multimedia teaching materials, as well as suggestions for further research in the future.

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