做筆記教學對國中二年級學生數學學習成效之研究

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題名:
做筆記教學對國中二年級學生數學學習成效之研究
著者: 蔡佩伶; Tsai, Pei-ling
陳海泓; Hai-Hon Chen; 教育學系課程與教學碩士班
主題: 筆記產出品質; 做筆記教學; 做筆記; 數學學習成效; note quality; note-taking instruction; note-taking; mathematics learning performance
描述: 本研究旨在探討教師進行做筆記教學後，做筆記對於國中二年級學生數學學習成效之影響，瞭解學習者做筆記信念、筆記產出品質與數學學習成就之差異，並進一步探討學習者在進行數學學習筆記書寫活動時的表現情形、數學學習筆記得分差異及遭遇的困難。本研究採「不等組前後測設計」進行準實驗教學研究，以台南市某國中二年級兩個班級為實驗對象，實驗組採做筆記教學法，控制組採一般教學法，兩組同時進行為期十二週的實驗教學。教學研究結束後，以單因子共變數分析考驗實驗組與控制組在做筆記信念量表、筆記產出品質量表、數學學習領域定期評量之差異，以相依樣本t檢定考驗實驗組在做筆記信念量表、筆記產出品質量表、數學學習領域定期評量、數學學習筆記書寫表現之差異，並透過訪談瞭解實驗組數學學習筆記書寫上遭遇的困難。依本研究之結果歸納主要結論如下：(一)做筆記教學無法有效增強學生的做筆記信念(二)做筆記教學可以有效提升學生的筆記產出品質(三)做筆記教學無法有效提升學生的數學學習成就測驗成績(四)做筆記教學可以有效提升數學學習筆記的書寫表現(五)數學學習筆記書寫上遭遇的困難主要在學生不易分類歸納重點內容並加上標題，以及使用康乃爾筆記法時不易書寫關鍵字詞與摘述筆記內容
This study aimed to investigate the influence of note-taking instruction on the junior high school students’ mathematics learning performance in note-taking beliefs, note quality, and math grades. And further, investigated the learners’ performance, note scores and the difficulties they face when writing notes. This study applied quasi-experimental design of ranging groups to do pretest and posttest, and took eighth graders in two classes of Tainan City junior high school as objects. One class to be an experimental group received the note-taking instruction, the other class to be a control group received the traditional instruction. After twelve-week teaching, compared the differences of note-taking beliefs, note quality, and math grades between the experimental group and the control group by the one-way ANCOVA. And compared the differences of note-taking beliefs, note quality, math grades, and mathematics note scores among the experimental group by paired-sample t-test. In addition, the instructor found out the difficulties of math note-taking by interviewing the learners. The followings were the main results of the study :1.The note-taking instruction can’t effectively enhance note-taking beliefs.2.The note-taking instruction can effectively enhance the note quality.3.The note-taking instruction can’t effectively enhance the math grades.4.The note-taking instruction can effectively enhance the note performance of math notes.5.The difficulties of math note-taking is to classify important points and to add title, and to write the keywords and to summarize by Cornell Method.
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建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/507
資源來源: NUTN IR

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做筆記教學對國中二年級學生數學學習成效之研究

蔡佩伶; Tsai, Pei-ling 陳海泓; Hai-Hon Chen; 教育學系課程與教學碩士班 2013

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