本論文研製之旨在分析國內學生對於線上教學的吸收程度，以學生分數做為樣本，觀察經歷停課及線上或長期假期之後，學生在知識及技能等領域學習保留的程度是否有滑落的現象，從學生的相關背景，網路普及度、未在校上課周次、家庭管教方式、學生之學習成就、家長教育程度等，運用統計方式去在評估與推論其相關性。 經過研究後分析得知：學生的程度越高，學習滑落之現象較不明顯，而家長管教策略及教育程度也會影響學生的學習吸收程度，尤其在長期假期與線上教學期間特別明顯；在性別上差異不大；而網路普及度和線上教學的推行程度有顯著的關聯，由記憶性的國語科目和技能類的數學，兩個大方向去討論學生在不同向度上是否有差異性。 This research aims to analyze the degree of domestic students’ absorption of distence teaching, using student scores as a sample to observe whether students’ retention of knowledge and skills in areas such as knowledge and skills has slipped after class suspensions and online or long vacations. Use statistical methods to evaluate and infer the relevance of related backgrounds, such as Internet penetration, number of weeks not in school, family discipline, students’ learning achievements, and parent’s education level. After research and analysis, it is found that the higher the student's level, the less obvious the phenomenon of learning slippage, and the parental discipline strategy and education level will also affect the student's learning absorption, especially during long-term vacations and online teaching; in gender There is little difference in the above; and the popularity of the Internet is significantly related to the degree of implementation of online teaching. From the memory of Mandarin subjects and skill-based mathematics, two general directions are used to discuss whether students are different in different dimensions.
