Mayer解題策略理論融入Scratch軟體進行國小六年級「規律問題」單元教學對國小六年學童之學習成就之研究 = Using mayer's problem-solving strategy integrated into scratch software to explore the learning achievements of sixth graders on regularity problems

傳送到

題名:
Mayer解題策略理論融入Scratch軟體進行國小六年級「規律問題」單元教學對國小六年學童之學習成就之研究 = Using mayer's problem-solving strategy integrated into scratch software to explore the learning achievements of sixth graders on regularity problems
著者: 林坤宏
國立臺南大學應用數學系碩士在職專班
主題: Mayer解題策略 Scratch 規律問題國小六年級; Mayer's Problem-solving Strategy Scratch Regularity Problems Sixth Grade
描述: 本研究旨在探討以Mayer解題策略理論融入Scratch軟體進行國小六年級「規律問題」單元教學後，對國小六年級同學的學習成就與學習動機之影響，並了解不同程度的國小六年級學童在接受實驗教學後，面對數學文字題解題測驗時在解題上的差異。本研究採用量化分析為主並以質性分析為輔的質量混設計進行研究。研究者選取高雄市燕巢區某國小六年級一個班級共22位學童做為實驗組進行研究，進行為期六節課的實驗教學，採用Mayer解題策略理論融入Scratch軟體進行「規律問題」單元教學，另一班則為對照組共22位學童，採用傳統講述式教學法進行「規律問題」單元教學，兩班上課教材內容均為109學年翰林版第11冊數學第九單元「規律問題」。實驗教學前後，實驗組接受「數學學習動機量表」的前、後測；實驗教學後，實驗組與對照組學童均接受「規律問題」數學文字題解題成就測驗。研究者將蒐集之資料使用SPSS 21.0統計軟體進行分析，透過單因子共變數分析及成對樣本t檢定，量化分析結果並比較其差異。之後挑選實驗組中低、中、高程度的學童各2位進行半結構式晤談，並記錄晤談內容，進行質性分析。所得研究結果如下： 1.使用Mayer解題策略融入Scratch軟體的教學方法進行教學，對於學生的學習成就影響未達顯著差異，但是在測驗成績上仍是高於使用傳統講述教學法的對照組。 2.使用Mayer解題策略融入Scratch軟體的教學方法進行教學，對於學生在「數學學習動機量表」的前、後測上沒有顯著差異。 3.研究者透過晤談結果分析，學童均認為使用Mayer解題策略融入Scratch軟體進行較學後，對於解題有幫助，但只有一半接受訪談的學童願意在數學文字題成就測驗時使用Mayer解題策略進行
This study used Mayer's problem-solving strategy integrated into Scratch software for the teaching of " Regularity Problems " in sixth grade, and explored the influence on the learning achievement and learning motivation of the sixth graders, while trying to understand the different levels of the sixth graders by examining their differences in the mathematics text problem solving test after receiving the experimental teaching. This study used a mixed design of quantitative analysis as the main method and qualitative analysis as a supplementary method. We selected 22 students from the sixth grade of a elementary school in Yanchao District, Kaohsiung City as the experimental group to conduct a six-lesson experimental teaching, and Mayer problem-solving strategy was integrated into Scratch software for the teaching of "Regular Problems", while the other class is a control group of 22 students, which we used the traditional narrative teaching method for "Regularity Problems". The content of the teaching materials for both groups is the ninth unit of mathematics, Book 11 of the Hanlin Edition of the 109 school year, "Regularity Problems". During the experiment teaching, the experimental group received the "Mathematics Learning Motivation Scale" pre-test and post-test; after the experimental teaching, the experimental group and the control group students both received the "Regularity Problems" mathematical text problem solving test. We used SPSS 21.0 statistical software to analyze the collected data. Through single factor covariate analysis and paired sample t test, the results were quantified to compare their differences. Afterwards, two students with low, medium and high levels in the experimental group were selected for semi-structured interviews, and the content of the interviews was documented for qualitative analysis. The research results are as follows: 1. With Mayer's problem-solving strategy integrated into Scratch software for the teaching of "Regularit
出版者: 碩士論文--國立臺南大學應用數學系碩士在職專班.
建立日期: 民110[2021]
格式: [12],89面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

Mayer解題策略理論融入Scratch軟體進行國小六年級「規律問題」單元教學對國小六年學童之學習成就之研究 = Using mayer's problem-solving strategy integrated into scratch software to explore the learning achievements of sixth graders on regularity problems

林坤宏國立臺南大學應用數學系碩士在職專班民110[2021]

正在檢索遠程資料庫，請稍等

Mayer解題策略理論融入Scratch軟體進行國小六年級「規律問題」單元教學對國小六年學童之學習成就之研究 = Using mayer's problem-solving strategy integrated into scratch software to explore the learning achievements of sixth graders on regularity problems

林坤宏 國立臺南大學 應用數學系碩士在職專班 民110[2021]

正在檢索遠程資料庫，請稍等

林坤宏國立臺南大學應用數學系碩士在職專班民110[2021]