互動式視覺化軟體融入國小複合形體表面積教學成效之研究

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互動式視覺化軟體融入國小複合形體表面積教學成效之研究
著者: 吳重言; Wu, Chong-yan
周保男; Pao-Nan Chou; 教育學系科技發展與傳播碩士班
主題: 國小數學教學; 複合形體表面積; Google SketchUp; Mathematics instruction; surface area of composite solid; Google Sketchup
描述: 本研究之研究目的在探討接受「Google SketchUp輔助教學（使用推拉功能與不使用推拉功能）」與「傳統講述教學」三種教學模式，對學生複合形體表面積單元的學習成效之影響，並根據研究發現，提出具體建議，以供教學參考。本研究採用獨立樣本單因子不等組前後測設計之準實驗研究法進行教學實驗，實驗對象為台南市某國小五年級三個班級共84名學生（既有86名，兩名未全程參加），以班級為單位，分成三組，分別為「Google SketchUp輔助教學─使用推拉功能組」(實驗組1)28名學生、「Google SketchUp輔助教學─不使用推拉功能組」(實驗組2)29名學生、「傳統講述教學組」（控制組）27名學生，三組皆施以複合形體表面積成就測驗前測，接著進行實驗處理；「Google SketchUp輔助教學─使用推拉功能組」(實驗組1)由老師運用Google SketchUp（使用推拉功能）進行教學後，學生再自主利用軟體練習；「Google SketchUp輔助教學─不使用推拉功能組」(實驗組2) 由老師運用Google SketchUp（無使用推拉功能）進行教學後，學生再自主利用軟體練習；「傳統講述教學組」（控制組）老師以傳統板書和紙製教具進行教學後，學生再自主使用小型積木練習。各組在經過三週（每週40分鐘）四類複合形體表面積的教學後，均實施複合形體表面積成就測驗後測。實驗教學所得的資料，以前測為共變量，採用單因子獨立樣本單變項共變數分析法來探求不同組別間之差異情況。本研究之結果如下：一、Google SketchUp輔助教學具推拉功能之教學模式的學習成效優於Google SketchUp輔助教學不具推拉功能之教學模式。二、Google SketchUp輔助教學具推拉功能之教學模式的學習成效優於傳統講述教學模式。三、Google SketchUp輔助教學不具推拉功能之教學模式和傳統講述教學模式在學習成效上無顯著差異。
The purpose of this study was to explore the impacts of applying interactive visualization software on the fifth graders’s learning effectiveness of the surface area of composite solid. According to the results of this study, the researcher tried to make some suggestions for elementary school instruction.This study was conducted under the quasi-experimental approach with nonequivalent pretest-posttest control group design. Participants were 84 fifth grade students, from three classes in Tainan city. 28 students of one class were assigned to the first experimental group, 29 students in another class were assigned to the second experimental group, and 27 students in the other class were assigned to the control group. There were three phases in the study. First, all the participants completed pretest before the teaching experiment. Second ,the first experimental group received “the GSU auxility instructional model (with push/ pull function)” ; the second experimental group received “the GSU auxility instructional model (without push/ pull function)” ; the control group received “the tradition instructional model”. Third, a posttest was administered after teaching four kinds of surface area of composite solid in three weeks (40 minutes a week). One-way ANCOVA was conducted to examine the effect.The results were as follow:(1) Students who received “the GSU auxility instructional model (with push/pull function)” performed better than students who received “the GSU auxility instructional model (without push/pull function)”.(2) Students who received “the GSU auxility instructional model (with push/pull function)” performed better than students who received “the tradition instructional model”.(3) There was no significant difference in learning effect between “the GSU auxility instructional model (without push/pull function)” and “the tradition instructional model”.
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建立日期: 2013
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/437
資源來源: NUTN IR

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互動式視覺化軟體融入國小複合形體表面積教學成效之研究

吳重言; Wu, Chong-yan 周保男; Pao-Nan Chou; 教育學系科技發展與傳播碩士班 2013

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