語言:

不同感官刺激對國中生接受簡報學習之學習成效研究-以數學領域立體圖形單元為例 = The study on learning effectiveness of various multisensory stimulate for the junior high school students receiving presentation instruction　-a case of three-dimensional graphics in mathematics

魏勇益國立臺南大學教育學系課程與教學碩士在職專班民106[2017

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題名:
不同感官刺激對國中生接受簡報學習之學習成效研究-以數學領域立體圖形單元為例 = The study on learning effectiveness of various multisensory stimulate for the junior high school students receiving presentation instruction　-a case of three-dimensional graphics in mathematics
著者: 魏勇益
國立臺南大學教育學系課程與教學碩士在職專班
主題: 感官刺激; MultisensoryStimulate
描述: 本研究的目的在探討不同感官刺激對學生接受簡報自學學習成效之影響，以國中數學領域立體圖形單元為例。本研究採真實驗研究法，以國中七年級45名學生為研究對象，並隨機分派到三個組別分別接受學習。三個組別分別為實驗組一：接受視覺、聽覺與觸覺刺激之學習成效、實驗組二：接受視覺與聽覺刺激之學習成效、控制組：接受視覺刺激之學習成效。經由統計分析，得到以下結論：一、接受「視+聽覺」與「視+聽+觸覺」刺激的學習兩者皆顯著優於接受「視覺」刺激之學習成效。二、接受「視+聽覺」刺激與「視+聽+觸覺」刺激間的學習成效沒有差異。.
The purpose of the study was to investigate the learning effectiveness of various multisensory stimulate for the junior high school students receiving presentation instruction. The learning unit was three-dimensional graphics in mathematics. The study adopted a true-experimental design. Participants were 45 seventh grade students, and randomly assigned to the three experimental groups. The groups were: visual, auditory and tactile stimulus (the first treatment), the visual and auditory stimulus (the second treatment), and visual stimulus (control group). Through a statistical analysis, the findings were summarized as: 1.Students in both of the first and second treatments performed better than those in the control group. 2.No significant different was found between two treatments..
出版者: 碩士論文--國立臺南大學教育學系課程與教學碩士在職專班.105學年度
建立日期: 民106[2017
格式: vii,72面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

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魏勇益國立臺南大學教育學系課程與教學碩士在職專班民106[2017