電腦輔助教學對國小三年級學童面積概念學習成效之研究

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題名:
電腦輔助教學對國小三年級學童面積概念學習成效之研究
著者: 謝旭明; Xie, Xu-ming
吳博雅; Po-Ya Wu; 數學教育學系碩士班
主題: 學習成效; 電腦輔助教學; 面積概念; 數學態度; Learning Effects; Computer-Assisted Instruction; Conception of Area; Mathematics Attitude
描述: 本研究主要目的在探討電腦輔助教學對國小三年級學童面積概念的學習成效。本研究採準實驗研究法，抽樣國小三年級兩班共六十位學童以進行兩週內六節課的教學實驗。其中一班為實驗組，實施電腦輔助教學；另一班為對照組，實施一般教學。本研究以面積學習成就測驗的後測、延後測量化資料為主，樣本個別訪談的質性資料為輔，來瞭解學童的學習成效；以數學態度量表的前測、後測來瞭解學童數學態度的改變情形。分析研究資料後，發現以下的結果：一、實驗組與對照組在面積初步概念項次的得分率相對較低。二、本研究之電腦輔助教學強調面積初步概念，且提供面積比較、面積覆蓋測量的經驗，有助於國小三年級學童學習面積概念。三、實驗組的面積學習成就測驗試題之後測及延後測均顯著高於對照組。四、實驗組之中分組的面積學習成就測驗試題之後測顯著高於對照組之中分組，但兩組之高分組間與低分組間的比較則未達顯著差異。五、實驗組男童與女童的面積學習成就測驗試題之後測與延後測比較均未達顯著差異。六、實驗組數學態度量表的後測顯著高於前測。七、實驗組女童數學態度量表的後測顯著高於實驗組男童。
The study is aimed to understand the effects of Computer-Assisted Instruction on the third-grader in learning conception of Area. The method of nonequivalent-group designed in quasi-experimental study is applied. Two third grade classes for a total of 60 students are the samples. One of the classes is the experimental group, and the other serve as the control group. In order to investigate the students’ learning effects, the post-test and the delayed post-test of the learning achievement of Area are the main data, followed by the individual interviews of sampling as the supporting information. In order to understand the variance of students’ mathematics attitude, the students in the experimental group were tested before and after the teaching experiment by mathematics attitude scale.The researcher analyzed the data and then obtained the following conclusions:1.The scoring rates in the Area of initial concept item are relatively lower in both the experimental and the control group.2.The Computer-Assisted Instruction is proved to be effective in helping the third-grader to learn the concept of Area by emphasizing the initial concept, Area comparing, and the measurement experience by Area covering.3.The performance of the experimental group is significantly better than the control one in both the post-test and the delayed post-test of the learning achievement of Area.4.The performance of medium achievement students in the experimental group are significantly better than those in the control group in the post-test of learning achievement of Area, but there is no significant variance between the high achievement students in the experimental group and those in the control one. There is no significant variance between the low achievement students in both groups.5.In the experimental group, there are no significant variance between the boys’ and girls’ post-test and delayed post-test of learning achievement of Area.6.In the experimental group, the post-test of mathematics attitude scale is significantly better than the delayed post-test.7.In the experimental group, the girls’ post-test of mathematics attitude scale are significantly better than the boys’ one.
碩士
建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1251
資源來源: NUTN IR

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電腦輔助教學對國小三年級學童面積概念學習成效之研究

謝旭明; Xie, Xu-ming 吳博雅; Po-Ya Wu; 數學教育學系碩士班 2012

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