同儕合作學習與電腦輔助教學融入數學科統計圖教學之研究

Abstract

本研究的主要目的在瞭解「同儕合作學習與電腦輔助教學」融入數學科『統計圖』教學，對提升國一學生學習成就、學習態度與班級學習氣氛的影響。研究方法以對國內外文獻資料的蒐集探討及問卷調查。 根據研究需要，設計出配合學生學習的教學講義及學習單之研究工具，並以研究者所任教學校之一年級兩個班級為研究樣本，進行為期三週的實驗教學後，實施「同儕合作學習與電腦輔助教學」融入數學科教學後的各項問卷調查，進行資料統計與質的分析，比較學習數學的成就、態度與班級學習氣氛與之前接受傳統教學模式之差異。根據實驗前後各項資料分析研究後發現五項結論： 1. 實驗組全班學生在學習成就上的進步大於控制組全班學生。 2. 實驗組低分群學生在學習成就上的進步優於實驗組高分群學生。 3. 學生對數學科的學習態度，有正向的進步，其中又以低分群的同學成長幅度較大。 4. 「同儕合作學習」的方式，讓學生感覺上數學課比較生動有趣、可更加了解班上同學及可促進同學的團結合作 5. 經過這次的實驗教學，實驗組同學的能力提升，大致上可分為 : (1) 學會如何操作Excel及使用Excel製作各種不同的統計圖表。 (2) 電腦運用在生活上的能力:繪圖、打字、製作表格、計算、資料統計。 (3) 與同學溝通的能力、上台報告的勇氣、表達能力、人際關係的學習、合作關係的學習。

The major purpose of this research is to understand the impacts of associate’s cooperative learning and the computer-aided teaching melt into the statistic chart teaching of mathematics on the promotion of junior high school students’ (K-7) learning achievements, learning attitudes and classroom learning climates. The research methods are the questionnaires and collection survey of domestic and abroad literatures. According to the research need, the researcher has designed the research tools-teaching handouts and learning sheets that are designed to match students’ learning. The research samples are the two classes of K-7 whom come from the school that the researcher has served. After proceeding the 3-week experimental teaching, and then conducting the questionnaire survey of the associate’s cooperative learning and the computer-aided teaching melt into the teaching of mathematics, and proceeding statistically with data and qualitative analysis to compare the learning achievements of mathematics and attitudes, the classroom learning climates, and the difference of the acceptance for traditional teaching modes. The researcher has drawn five conclusions according to the analysis and researches of various data before and after the experiments. These are as follows: 1. The progresses of the whole students in the experimental group are bigger than the ones of the check group. 2. The progresses of the low-mark students in the experimental group are superior to the high-mark students in the same group. 3. The students’ learning attitudes of mathematics have an active progress; especially the growth range of the low-mark students is bigger. 4. The way of associate’s cooperative learning can make students feel that mathematics is more vivid and interesting, and can understand classmates more and stimulate the unity and cooperation of classmates. 5. The ability of students has been promoted in the experimental group,which can be divided generally into the followings after this experimental teaching: (1). They have learned to operate the Excel and used it to make various statistical charts. (2). They have the ability of applying the computer skills into daily life, e.g., drawing, typewriting, tabulating, calculating and making the statistic data. (3). They have the ability of communication with classmates, possess the courage to mount the platform and to report, have the ability of expression, the learning of interpersonal relationship and cooperative relationship.