虛擬教具融入討論教學法與自學輔導法對國中學生二度空間概念學習成效之研究

Abstract

摘要

本研究旨在探討虛擬教具融入討論教學法與自學輔導法，對國中學生學習二度空間概念的影響。是否因不同的數學學業表現及不同的性別而有不同之影響。 本研究採不等組前後測準實驗研究設計，研究對象新竹地區某國中九年級學生，研究者將任教的兩個三年級班級隨機分派為實驗一組(接受虛擬教具融入討論教學法的二度空間旋轉概念教學)、實驗二組(接受虛擬教具融入自學輔導法的二度空間旋轉概念教學)。實驗教學前，對所有研究對象進行「二度空間能力測驗」前測，確認兩組在實驗教學前的能力一致，故實驗效果將以二度空間能力測驗後測及延後測成績為依變數進行分析。 經教學後本研究的主要發現如下： (一)數學學業表現較高學生的二度空間概念立即效果及保留效果優於數學學業表現較低學生，故數學學業表現較高的學生經教學後會有較高的空間能力表現及空間概念保留效果。 (二)虛擬教具融入「討論教學法」或融入「自學輔導法」進行二度空間能力旋轉概念教學，對學生二度空間概念的學習效果都一樣好。 (三)虛擬教具融入「討論教學法」或融入「自學輔導法」進行二度空間能力旋轉概念教學，對學生二度空間概念的保留效果都一樣好。 (四)虛擬教具融入「討論教學法」或融入「自學輔導法」進行二度空間能力旋轉概念教學，對於男女生二度空間概念的學習效果都一樣好。 (五)虛擬教具融入「討論教學法」或融入「自學輔導法」進行二度空間能力旋轉概念教學，男女生二度空間概念的保留效果都一樣好。 (六)虛擬教具融入「討論教學法」進行二度空間能力旋轉概念教學，對學生在「綜合」能力的學習上具有立即成效；「三度空間」能力的學習上具有保留成效。 最後，研究者根據研究結果，提出具體建議，以做為未來研究、教案設計與數學教學的參考。

關鍵詞：中學生、空間能力、虛擬教具、討論教學法、自學輔導法

Abstract

The study aims to explore the effects of discussing strategy and supervised study integrated with virtual manipulatives on junior high students’ learning 2D spatial concept. We also attempt to examine the influences of diverse mathematic learning achievements and different gender. The study adopts a pretest posttest quasi-experimental design and the subjects are junior high students recruited from a certain school in Hsin-chu. The subjects are divided into two groups, one of which receives the 2D spatial rotation concept instruction of discussing strategy integrated with virtual manipulatives, and the other of which receives the 2D spatial rotation concept instruction of supervised study integrated with virtual manipulatives. Before instruction, subjects are given the pretest of 2D spatial ability in order to ascertain that the abilities between two groups are of an even state. As for the experimental effects, we make an analysis based on two dependent variables, 2D spatial ability posttest and delayed posttest. After instruction, our findings are as follows: 1. As for immediate effect and maintenance effect, the subjects having better mathematic learning achievements are superior to those having lower achievements. In other words, the subjects of higher mathematic achievement have better performance of spatial ability and higher maintenance effect of spatial concept. 2. As for the 2D spatial rotation concept instruction of discussing strategy or supervised study integrated with virtual manipulatives, the data show no significant difference between the two groups in the learning effect of 2D spatial concept. 3. As for the 2D spatial rotation concept instruction of discussing strategy or supervised study integrated with virtual manipulatives, the data show no significant difference between the two groups in the maintenance effect of 2D spatial concept. 4. As for the 2D spatial rotation concept instruction of discussing strategy or supervised study integrated with virtual manipulatives, the data show no significant difference between male and female subjects in the learning effect of 2D spatial concept. 5. As for the 2D spatial rotation concept instruction of discussing strategy or supervised study integrated with virtual manipulatives, the data show no significant difference between male and female subjects in the maintenance effect of 2D spatial concept. 6. As for the 2D spatial rotation concept instruction of discussing strategy integrated with virtual manipulatives, the data show that the discussing strategy exerts a great immediate effect on students’ learning of integrated ability and a great maintenance effect on students’ learning of 3D spatial ability. Based on the result of the experiments, we propose a concrete suggestion for future study, teaching plan and mathematic teaching.

Key Words: junior high students, spatial ability, virtual manipulatives, discussing strategy, supervised study