虛擬教具應用於國小四年級位值單位轉換概念補救教學之成效

Abstract

摘要 本研究主要是藉由虛擬教具-萬用揭示板進行位值單位轉換概念補救教學，以探討虛擬教具是否能成為有效的位值單位轉換概念補救教學工具，以提供教師於進行位值單位轉換概念補救教學之參考，且提供學生進行位值單位轉換概念學習的輔助工具。 本研究採用單一受試跨個案多探試設計（single subject multiple probe across subjects designs），以苗栗縣一所國小四年級學生為研究樣本，研究者首先以自編之「國小兒童位值單位轉換概念測驗」試卷進行篩選，選擇得分低於60百分比的學生3人作為補救教學的實施對象。實驗設計分為三個階段：實驗教學前的基線期、實施實驗教學的介入期、實驗教學後的保留期。將基線期、介入期及保留期三個階段的資料，以目視分析法探討受試者在「國小兒童位值單位轉換概念測驗」的整體表現，並以C統計考驗各階段趨向的顯著性，進一步分析「各表徵題型」和「子概念題型」的作答狀況。 實驗結果發現如下： 一、實驗介入能提昇三位受試者的位值單位轉換概念的立即成效。 二、實驗介入後能維持三位受試者的位值單位轉換概念的成效。 三、實驗介入能有效降低三位受試者在「數字表徵」、「古氏積木圖像表徵」、「錢幣圖像表徵」、「文字表徵」四種表徵題型的答題錯誤率。 四、實驗介入能有效降低三位受試者在「部分整體-合成」、「部分整體-分解」二個子概念的答題錯誤率。 最後根據研究結果與發現，提出若干建議，做為「萬用揭示板」之設計者及使用者未來研究與教學改進之參考。

Abstract The purpose of this study was to explore whether the Web-based virtual manipulatives, Magic Board could be an effective aid of remedial instruction or not. The research provided the reference of carrying on remedial instruction of place-value and transformations of multidigit numbers, and proved that the Web-based virtual manipulatives, Magic Board may help students to study place-value and transformations of multidigit numbers. This research adopted the single subject multiple probe across subjects designs to examine the effects of the remedial instruction. The subjects were students selected from a 4th grade class of a primary school in Miaoli county. Researcher designed a performance test to test students’ understanding of multidit numbers. According to the test results, the researcher chose three subjects whose score were lower than average 60 percent as the target. Subsequently, the subjects received a remedial instruction which applied the web-based virtual manipulatives, Magic Board, as a aid to learn the concepts of place-value and transformations of multidigit numbers.. In the experimental design, there were three treatment phases: the baseline phase, the experimental instruction phase, and the retention phase. The data of the research were based on “learning performance of the concept of place-value and transformations of multidigit numbers” were analyzed by using the visual analysis, and then the C statistic. In addition, the tests of all question types and concepts were scored to evaluate students’ performance in solving problems. The results of this study were as follows: 1. For each subject, the learning effects during the intervention phase were immediate and significant to a different degree. 2. For each subject, the learning effects during the retention phase were sustained. 3. The experimental instruction was successful in decreasing the percentages of wrong answers to the questions of numeral representation, Cuisenaire iconic representation , coin iconic representation , and writing representation picture for the subjects. 4. The experimental instruction was successful in decreasing the percentages of wrong answers to the questions of compose and decompose in part-whole for the subjects. Finally, based on the findings of this study, suggestions for improving teaching and future research were discussed.