應用數位工具探討三角形三心概念的教學成效

Abstract

本研究主要是應用數位工具，針對九年一貫課程九年級數學「幾何」主題中「三角形的外心、內心、重心」單元進行教學設計，並以準實驗研究設計探討其教學成效。「軟體」採用謝銘祥(2007)利用Flash軟體開發輔助國中數學教師教學，並提供學生觀察與探索「三角形三心」的電腦輔助教學軟體；「硬體」採用教育部於民國96年「建構 E 化教學環境」補助方案配置的「互動白板」，提供教與學的互動平台。實驗研究主要發現如下： 一、不同學業成就及接受不同教學模式的學生，在數學學習成就的後測與延後測表現未具有交互作用。從主要效果來看，學生的數學學習成就表現，高成就組優於低成就組；高成就的實驗組不如控制組，低成就的實驗組比控制組好但未達顯著水準；高成就實驗組和控制組與低成就實驗組延後測皆高於後測，但是低成就控制組延後測卻比後測退步。 二、實驗組之高成就和低成就分組的學生對數位工具融入的教學模式均抱持正向的態度。在「解題方法與分享」、「電腦軟體與數學學科內容」、「數位工具操作方式」分項上，高成就組比低成就組具有顯著正向的認同，兩組學生在「分組問題討論態度」、「互動白板學習數學特色」則看法一致。高成就組在數學學習態度表現上優於低成就組，而且學生喜歡使用互動白板學習數學。 三、數位工具融入的教學模式，提供精確、可變異、動態連續變化及高互動的特性，會改變教材呈現的順序以及教師的角色扮演，特別是使用互動白板，學習活動的設計可以更多元化。 最後，根據研究結果提出建議以供教師教學及未來研究之參考。

The study integrated digital tools into the design of instructional materials for 9th grader students’ learning of an algebra unit, the circumcenter, incentre, and centroid of a triangle, and applied a quais-experimental design to investigated the impact of this application on students’ academic achievement. Students in the experimental group were given an attitude questionnaire to investigate their attitude toward this instruction. The digital tools included the geometry exploration software designed by Hsieh (2007) and the interactive white board (IWB). Research results were as following:

1. There was no interaction between experimental treatment and achievement level. No matter students from what achievement level (the higher achievement level or the lower achievement level), no significant difference was found between the digital tools integration group and the traditional group both on the posttest and the retention test.

2. Students from the higher achievement group and the lower achievement group all expressed their positive attitude toward the digital tools integration instruction. They all liked the use of IWB in learning mathematics. It seemed that students in the higher achievement group expressed more positive attitudes toward problem solving strategies and idea sharing, computer software and mathematics content, and the use of digital tools than students in the lower achievement group.

3. The digital tools integration instruction can support exact representations, dynamic and interactive learning environment. Teachers can focus more on their instructional role in teaching. The use of IWB help teachers design multiple learning activities.

Based on research results, suggestions for future study were proposed.