以Mayer解題策略融入國小五年級怎樣列式單元學童學習成就之研究 = Research on the Influence of Integrating Mayer’s Problem Solving Theory to Unit “How to list Equations” on the Fifth Grader Students

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題名:
以Mayer解題策略融入國小五年級怎樣列式單元學童學習成就之研究 = Research on the Influence of Integrating Mayer’s Problem Solving Theory to Unit “How to list Equations” on the Fifth Grader Students
著者: 陳依華
國立臺南大學應用數學系碩士在職專班.
主題: Mayer解題策略怎樣列式; Mayer’s problem solving theory How to list equations
描述: 本研究主要是在探討以Mayer解題策略融入國小五年級怎樣列式單元教學，對學童的學習成就之影響，並進一步瞭解在融入Mayer解題策略後，不同程度、不同性別的學童之解題差異表現。本研究使用準實驗研究法，以臺南市永康區某國小的五年級學童為研究對象，兩個班級共計44人，實驗組中有男生13人、女生11人，對照組中有男生11人、女生9人，實驗組將Mayer解題策略融入教學，對照組則採傳統講述式教學法。本研究採質量混合設計，在量的方面，研究者以自編的「怎樣列式成就測驗」、「怎樣列式延後測驗」進行施測，接著利用研究工具SPSS 21.0進行數據分析，包含描述性統計、單因子共變數分析，進而探討實驗組與對照組的得分差異；在質的方面，從實驗組學童中，選取不同程度、不同性別的學童共計6人，進行半結構式晤談，取得質性資料，加以報告。分析研究資料之後，結果如下：一、以Mayer解題策略融入怎樣列式單元教學（實驗組），與傳統講述式教學法（對照組），對國小五年級學童在成就測驗之學習成就表現上無顯著差異。二、以Mayer解題策略融入怎樣列式單元教學（實驗組），與傳統講述式教學法（對照組），對國小五年級學童在延後測驗之學習成就表現上無顯著差異。三、以Mayer解題策略融入怎樣列式單元教學後，對不同程度、不同性別的國小五年級學童有解題差異表現。
The purpose of this study was to investigate the influence of integrating Mayer’s problem solving theory into unit “How to list Equations”. And to further understand the difference in problem-solving performance of different levels and genders. This study adopted quasi-experimental research method. The participants were the fifth graders from two classes in a public elementary school in Yongkang District, Tainan city. A total of 44 students in two classes. There were 13 boys and 11 girls in the experimental group, and 11 boys and 9 girls in the control group. The experimental group integrated Mayer's problem solving strategy into teaching, and the control group adopted the traditional narrative teaching method. Both quantitative and qualitative methods were applied to collect and analyze the data in this study. In terms of quantity, the researcher used the self-made "how to list equations achievement test" and "how to list equations delay test" to conduct tests, and then used the statistic tools of SPSS including descriptive analysis, one-way ANCOVA. Furthermore, in order to explore the difference in scores between the experimental group and the control group; in terms of quality, a total of 6 students of different levels and different genders were selected from the experimental group. After conducting a semi-structured interview, qualitative data were analyzed and reported. Through this analysis, the results are as follows: 1. There were no significantly differences in learning achievement of "how to list equations achievement test" for the fifth graders between the experimental group with integrating Mayer’s problem solving theory into unit “How to list Equations” and control group with the traditional narrative teaching method.
2. There were no significantly differences in learning achievement of "how to list equations delay test" for the fifth graders between the experimental group with integrating Mayer’s problem solving theory into unit “How to list Equations” and control group with the traditional narrative teaching method. 3. After integrating Mayer’s problem solving theory into “How to list Equations”, there were significantly differences in problem-solving performance of different levels and genders.
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: 2023[民112]
格式: [8],96面 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

以Mayer解題策略融入國小五年級怎樣列式單元學童學習成就之研究 = Research on the Influence of Integrating Mayer’s Problem Solving Theory to Unit “How to list Equations” on the Fifth Grader Students

陳依華國立臺南大學應用數學系碩士在職專班. 2023[民112]

正在檢索遠程資料庫，請稍等

以Mayer解題策略融入國小五年級怎樣列式單元 學童學習成就之研究 = Research on the Influence of Integrating Mayer’s Problem Solving Theory to Unit “How to list Equations” on the Fifth Grader Students

陳依華 國立臺南大學 應用數學系碩士在職專班. 2023[民112]

正在檢索遠程資料庫，請稍等

以Mayer解題策略融入國小五年級怎樣列式單元學童學習成就之研究 = Research on the Influence of Integrating Mayer’s Problem Solving Theory to Unit “How to list Equations” on the Fifth Grader Students

陳依華國立臺南大學應用數學系碩士在職專班. 2023[民112]