互動式電子白板融入國中數學科教學之成效

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題名:
互動式電子白板融入國中數學科教學之成效
著者: 涂華娟; Tu, Hua-chuan
黃意雯; Iwen Huang; 數位學習科技學系碩士班
主題: 國中生; 自我效能; 學習成效; 互動式電子白板融入教學; 學習風格; learning effectiveness; electronic interactive whiteboard; junior high school students; learning style; self- efficacy
描述: 本研究旨在探討互動式電子白板搭配電子書融入數學科教學對國中學生數學科學習成效及自我效能的影響。本研究採準實驗研究法，實驗設計、問卷調查及訪談進行研究。研究樣本取自台南市某國中二年級四個班級有效樣本110人。實驗組採互動式電子白板融入的教學法，控制組採用傳統黑板教學法。本研究目的是期望藉由實驗結果，加以分析比較，來檢驗當教師的教學方式有所不同時，則將更能激發學生學習自我效能，並且幫助學生有效學習。本研究將通過實驗研究的方式在台南市某國中二年級的4個班級進行使用互動式電子白板教學和使用傳統黑板的數學科教學方法實驗，更進一步分析不同性別、不同學習風格是否也是影響因素？使用量化分析，找出互動式電子白板在學生的數學科學習成效及自我效能方面的作用。主要獲得結果：一、互動式電子白板搭配電子書融入數學科教學，不會影響學生的數學科學習成效。二、實驗組學生對於學好數學這門學科的信心程度是有提高的，但因評量的難度不一致，所以強度及延伸性在量變上並未達顯著。三、互動式電子白板搭配電子書的教學法不會讓不同性別的實驗組學生產生顯著差異。四、不同性別不會對學生的自我效能-強度、說服力、延伸性有影響。五、經過此種教學法不會對不同性別及不同教學方法在學生數學學習成效上產生影響。六、互動式電子白板搭配電子書的教學法不會使不同學習風格學生產生顯著差異。七、不同學習風格不會影響實驗組學生的自我效能。八、此種教學法對不同性別及不同學習風格的學生其學習成效不會產生顯著差異。九、視覺型的學生比聽、動覺型的學生在「自我效能－強度」上的表現較好。
This research is to study the impact of junior high school students’ learning effectiveness and self-efficacy in mathematics with the electronic interactive whiteboard into electronic book. This research carried through with quasi-experimental research method, experimental design, questionnaires and interviews. The 110 effective samples were taken from one second grade of junior high school in Tainan City. Experimental group used interactive whiteboard, and control group used traditional whiteboard to teach students. The purpose of this research is to analyze the results from the experiment: when teachers use different teaching methods, students’ self-efficacy for learning are stimulated and students’ learning became effectively. According to the experiment of interactive whiteboard and traditional whiteboard in 4 classes of one second grade junior high school students in Tainan City, this research analyze whether different genders and teaching methods are the factors or not.Using quantitative analysis finds out the impact of interactive whiteboard in students’ mathematics learning effectiveness and self-efficacy.Main results1. Electronic interactive whiteboard with electronic book into mathematics instruction does not affect students’ learning effectiveness in mathematics. 2. The students’ confidence in experimental group increase, but according to different difficulty assessments, the magnitude and generalizability are not remarkable. 3. Electronic interactive whiteboard with electronic book teaching method does not make different gender students have significant difference in experimental group. 4. Different genders do not affect students’ magnitude, strength, and generalizability of self-efficacy. 5. Using this teaching method does not affect students’ learning effectiveness for mathematics, even though they are different in genders and by different teaching methods. 6. Electronic interactive whiteboard with electronic book teaching method does not make remarkable differences between different learning style students. 7. Different learning styles do not affect students’ self-efficacy in experimental group. 8. This teaching method does not make remarkable differences in learning effectiveness between different genders and leaning style students. 9. Visual learners are better in magnitude of self-efficacy than auditory and kinesthetic learners.
碩士
建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1797
資源來源: NUTN IR

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互動式電子白板融入國中數學科教學之成效

涂華娟; Tu, Hua-chuan 黃意雯; Iwen Huang; 數位學習科技學系碩士班 2011

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