應用數位數學教學模式於國小六年級等量公理概念之教學研究

Abstract

本研究之主要目的在探討使用「數位數學教學模式」和「傳統教學模式」兩種不同教學方式，對國小六年級學生在「等量公理概念」學習成效及上課感受的差異，並探討實驗組學生在學習態度的改變。 本研究採準實驗研究設計，以桃園縣某國小六年級的兩個班級共64名學生為研究對象，分為實驗組與控制組各32人。於教學實驗後評量學生的學習成效及上課感受的影響，並於四週後進行延後測，測試學生的學習保留成效。實驗組另進行學習態度量表施測及學生晤談，了解學生在接受數位數學教學模式後對於學習態度上的影響。 依據實驗結果，分析如下： 1. 數位數學教學模式能提升中分群學生的學習成效。 2. 數位數學教學模式能提升學生在程序性知識、解題及中階複雜度的數學能力。 3. 數位數學教學模式能明顯降低學習的困難度，並提高其上課意願。 4. 數位數學教學模式對於多數學生的數學學習態度有正面的影響。

The major purpose of this research is to compare the study result influence of the sixth graders on Equality Axiom by using two different teaching methods: the electronic mathematics instruction model and the traditional instruction model. Then, we try to discuss the learning attitude of experimental group students. A quasi-experimental design was used in this research. 64 participants from 2 sixth-grade classes were selected from one larger elementay in Tao-Yuan County. The students were divided into the experimental group and the control group. After the experimental teaching, we analyzed the influence of learning effect and sense perception in class. After four weeks, the delayed posttest would be hold to test students' retainting. In addition, the students of experimental group took learning attitude questionnaire and were interviewed to understand the impact of students’ learning attitude.