發展小數乘法數位化教學方案之行動研究

Abstract

本研究旨在依循ADDIE模式，運用AMA系統發展出「小數乘法」教學方案，包含設計教案、教學演示數位教材ppt。 研究方法採行動研究法，透過計畫、行動、省思及修正的循環歷程，完成本研究之教學方案。教學實施對象為研究者任教之國小三個五年級班級的學生。研究工具包括教學錄影、教材討論會議資料、教學檢討記錄、反思札記、形成性評量、學生態度問卷及學習成效問卷等。 依本研究結果提出之結論如下： 一、教師在設計教材之前，應分析現行教科書版本異同，此為設計教材的有效依據。 二、設計數位教材時考慮學生的背景知識、教材綱要、多媒體教材設計原則及學科教學知識，可有效降低學生的認知負荷，使學生達到更好的學習效果。 三、在發展教學方案過程中，透過與指導教授和同儕教師的討論，可逐步改善自行設計的教材，使之更加適性化。 四、學習者在學生學習態度量表大多數給予正面回應及評價，施測班級教師亦給予正面評價。 五、行動研究法與ADDIE模式的結合讓研究者對於發展數位教材有了更深入的認識，修正自身學科教學知識，教學策略更臻純熟。

This study aims at developing a computer integrated conceptual teaching program on decimal multiplication through ADDIE mode with AMA system. This program includes teaching plans, a power point file of digital teaching demonstrating material. The teaching program is accomplished by an action research through the cycle process of plan, action, reflection and modification. The students in this action research are from three classes of fifth graders in the school where researcher works. The research tools include teaching videos, group discussion of teaching materials , teaching review record, reflection diary, formative evaluation, questionnaires of attitude and study result. The findings of the study are stated as follows: 1. Before designing teaching materials, teachers are supposed to analyze the differences and similarities of each adapted math textbooks as an effective basis. 2. Researchers are supposed to consider the background knowledge of students, curriculum guidelines, principles of designing multimedia teaching materials and pedagogical content knowledge (PCK), which might reduce the cognitive load of students effectively, and help students reach better learning outcome. 3. In developing teaching plans, through discussion with advisors and co-teachers, researcher could modify teaching materials designing by self, and make it more adaptive to the pupils’ needs. 4. Most learners give positive response and evaluation to the student learning attitude survey; teachers who give tests also place positive evaluation. 5. Through the combination of action research and ADDIE mode, the researcher gains deeper acquaintance and recognition to the developing of digital materials, and modifies pedagogical content knowledge and teaching strategies.