透過數學遊戲對國小五年級學童進行因數單元補救教學之研究

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題名:
透過數學遊戲對國小五年級學童進行因數單元補救教學之研究
著者: 陳振堯; Chen, Chen-yao
孫新民; Hsin-Min Sun; 數學教育學系教學碩士班
主題: 數學態度; 數學成就; 補救教學; 數學遊戲; math game; math attitude; math achievement; remedial instruction
描述: 本研究主要在探討國小五年級學童在接受數學遊戲式補救教學後，學習成就及學習態度之轉變，以及了解學童對於遊戲式補救教學課程的接受程度為何。針對高雄縣某國小五年級學童進行因數單元測驗前測，按成績高低篩選出60位中、低成就學童，採S型分組方式平分成實驗組與控制組，分別施予遊戲式補救教學與傳統式補救教學，並於補救教學後進行後測，藉以探討補救教學的成效；之後再針對實驗組與控制組學童進行延後測，進一步探討補救教學的延宕效果。此外，在補救教學前、後讓兩組學童填寫數學態度量表，以分析學童數學態度的轉變情形。最後，再讓實驗組學童填寫補救教學之回饋問卷，來分析學童對於遊戲式補救教學的回饋情形。研究結果摘要如下：1.數學遊戲式補救教學對中、低程度學童的數學成就有顯著的提升。2.遊戲式補救教學對於數學成就的提升顯著優於傳統式補救教學。3.數學遊戲式補救教學具有延宕效果。4.對於提升因數單元各類型題目的答對率，遊戲式補救教學顯著優於傳統式補救教學。5.實驗組學童經由數學遊戲式補救教學後對於數學的學習態度是有顯著提升的。6.實驗組大多數的學童對於數學遊戲式教學的回饋，都是對於教學的課程及內容能夠喜歡且了解的。
The study aims at understanding the achievement, change of learning attitude and acceptance of the 5th grade elementary school students after implementing remedial instruction via math games. The pre-exam was carried out in the research and based on the grades, 60 students of poor performance were chosen. Two groups were divided, i.e., 30 students in the control group and 30 in the experimental group after grouping on S-type. Traditional remedial instruction was instructed in the control group and remedial instruction via math games was conducted in the experimental group. The effect was tested by the post-exam and the intervention effect was analyzed after the postponed-exam. Furthermore, scales were used to test the math attitude before and after the remedial instruction in order to analyze the change in their attitudes. Questionnaires were used for students in the experimental group so as their feedback on the remedial instruction can be understood. The study’s results are1. There is a significant grade increase after the remedial instruction for middle and poor level students. 2. Students who had the remedial instruction via math games achieved higher scores than students in the traditional teaching program. 3. The intervention effect can be seen in the remedial instruction via math games.4. Students who accept the remedial instruction via math games had more correct answers in factors than students in the traditional teaching program.5. Students in the experimental group experience a significant change; it proves that games can improve their learning attitude.6. Students in the experimental group love games and they said that the content of the games can be easily understood.
碩士
建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3438
資源來源: NUTN IR

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透過數學遊戲對國小五年級學童進行因數單元補救教學之研究

陳振堯; Chen, Chen-yao 孫新民; Hsin-Min Sun; 數學教育學系教學碩士班 2008

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