教學影片融入合作學習對七年級學生整數運算學習成就的影響

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題名:
教學影片融入合作學習對七年級學生整數運算學習成就的影響
著者: 何耿旭; He, Keng-hsu
黃建中; Chien-chung Huang; 應用數學研究所碩士班
主題: 整數運算; 學習動機; 合作學習; 影片教學; learning motivation; cooperative learning; video teaching; arithmetic operation
描述: 本研究主要目的在於探討「教學影片融入合作學習教學法」對國中七年級學生在整數運算學習成就、學習動機之影響，並瞭解不同程度學生在學習成就上的差異情形，進一步探討教學影片融入合作學習實驗教學的執行困難。本研究採質、量並重的研究方法，在高雄市某一國中，選取一班七年級的常態班作為實驗組，由研究者針對整數運算學習單元進行教學影片融入合作學習教學，另選取一班七年級的常態班作為對照組，進行教學實驗。樣本完成研究者自編「整數運算學習成就測驗」與改編自Tuan, Chin和 Shieh（2005）的「數學學習動機量表」並依成績高低選取高中低學生6位進行晤談。研究者以描述性統計、單因子共變數分析、相依樣本t檢定進行量化分析；並透過錄影、訪談、合作解題單、課後回憶單、教師日誌等方式蒐集資料，進行不同程度學生學習成就差異、實驗教學的執行困難等質性分析。研究結果如下：一、以影片教學融入合作學習教學(實驗組)與傳統講述式教學(對照組)，對於七年級學生在整數運算學習成就上沒有顯著差異。二、實驗組學生在接受影片教學融入合作學習後，學習動機表現沒有顯著差異。三、不同程度學生在學習成就的差異上，分析比較解題共通處與相異處，發現高程度者解題方式較多樣，高程度者能掌握的概念對於中程度者來說只能部份掌握，而低程度學生普遍無法掌握。四、實驗教學的執行困難：分為「影片教學」、「小組合作討論」、「小組發表」、「課程進度」、「課程感受」等五個向度進行分析。結果顯示在影片教學中，困難因素有電腦硬體、網路品質、軟體執行、人為等；在小組討論中，困難因素有討論障礙與特殊狀況等；在小組發表中，困難因素有發表延誤、發表特殊狀況等；在課程進度中，困難因素有電腦問題、發表時間過多、學校行政交辦延誤等；在課程感受中，學生普遍表示肯定，研究者也深刻感受上課的氣氛。
The main purpose of this study was to investigate “Video Instruction Integrated with Cooperative Learning” to understand the effects of learning achievement and learning motivation in learning arithmetic operation on the seventh graders. Meanwhile, we want to know the differences of learning achievement between students of different levels, and we can also investigate the possible difficulties when applying “Video Instruction Integrated with Cooperative Learning”. Both quantitative and qualitative methods were utilized to collect and analyze the data in this study. The researcher adopted one junior high school in Kaohsiung to proceed with the study of “Video Instruction Integrated with Cooperative Learning” on arithmetic operation and chose one seventh-grade class as an experimental group and another seventh-grade class as a control group. Samples completed the “Learning Achievement Test of Arithmetic Operation” edited by the researcher, and the “Scale of Mathematics Learning Motivation” adapted from Tuan, Chin and Shieh (2005). The researcher interviewed six students of different levels according to their scores. The researcher made use of quantitative analysis with descriptive approach, One-way ANCOVA, and paired-sample t-test in this study. The data were collected in various ways, such as video-taping, interview, worksheets of cooperative problem solving, worksheets of after-course memory, and journals of teaching for the study analysis. The researcher analyzed the data to compare the differences of learning achievement between students of different levels and possible difficulties in applying “Video Instruction Integrated with Cooperative Learning”.Research results are in the following. 1. There are no significantly differences in learning achievement of arithmetic operation for the seventh graders between the experimental group with “Video Instruction Integrated with Cooperative Learning” and the control group with “Traditional Expository Instruction”.2. After applied of “Video Instruction Integrated with Cooperative Learning”, students in the experimental group have no significantly differences in learning motivation.3., By comparing problem-solving skills in common and in differences among students of different levels in learning achievement, the study shows that high-level students have more concepts in problem-solving skills, and middle-level students grasp only some concepts that the high level students have, and low-level students can’t totally get the concepts in general.4. The results from this study show that difficulties in applying this experimental instruction can be divided into five dimensions for analysis. They are video teaching, group discussion, group reporting, course procedure, and course feelings. In video teaching, the difficulties are computer hardware, the quality of network, software execution, and manipulative factors. In group discussion, the difficulties are discussing obstacles and other unexpected conditions. In group reporting, the difficulties are delay of reporting and unexpected conditions in reporting. In course procedure, the difficulties are computer problems, too much time on reporting, and procrastination of the school administrative system. However, in course feelings, most students hold a positive attitude toward this course and the researcher is fully affected by the atmosphere of the course.
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/987654321/683
資源來源: NUTN IR

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教學影片融入合作學習對七年級學生整數運算學習成就的影響

何耿旭; He, Keng-hsu 黃建中; Chien-chung Huang; 應用數學研究所碩士班 2012

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