利用網路學習平台實施補救教學之行動研究-以國小數學科分數單元為例

Abstract

本文旨在探討利用網路學習平台在一所偏遠小學進行六年級數學科分數單元補救教學之成效。在這篇論文中，基於行動研究的理念，我們提出了一個兩階段的實驗，以進行補救教學研究。為了便於比較，我們安排兩組（班）的學生參與此一研究。甲班，總共有三名學生；而乙班，共有九名學生。首先，在第一階段，我們先針對甲班學生，進行傳統課堂式的補救教學實驗。接著，第二階段，我們擴大實驗的範圍，加入乙班學生。一面，針對甲班（即實驗組），我們改採網路式的補救教學方式；另一面，針對乙班（即對照組），則仍採用傳統式的補救教學方式；以比較二者之成效。此外，為了驗證網路補救教學的有效性，針對甲班，我們還進行了問卷調查，以進一步了解學生對於兩種不同方式的態度和看法。本研究主要的結果與發現如下：一、根據專業研究，網路教學系統能夠提升補救教學的成效；然而應用在一些特殊的個案身上，由於一些常見的限制（如學生年齡太小、經濟弱勢等），卻不一定適用。例如，在這個有限研究的兩個實驗中，我們發現，傳統式補救教學比網路式補救教學成效好。二、根據我們有限的調查，多數的學生表示，網路補救教學比傳統教學有趣，更能激起他們學習的興趣。最後，根據以上的研究結果，我們建議數學科教學者應重視補救教學，特別是個別化與適性化的問題，以及能夠嘗試採用網路平台來進行補救教學。另外，我們也建議未來的研究者能夠擴大研究的範圍與對象、嘗試透過不同的學習平台、或嘗試針對不同的學科（如國語文、英語等）進行補救教學研究。

This thesis aimed to explore the use of an online e-learning platform to facilitate teaching decimal fraction unit of the mathematical discipline in a sixth-grade class of a primary school of Hsinchu county. In this thesis, we proposed a two-phase approach for conducting the required remedial learning experiments based on the action research method. For comparison, we had two groups (i.e., two classes) of students participated in this study. Class A, totally having three students, was the experiment group, while Class B, having another 9 students, was the control group. First, in phase one, we applied the traditional classroom remedial instruction on Class A. Next, in phase two, we extended our teaching experiments by incorporated another class of students. On the one hand, as we still applied the traditional approach on Class B (i.e., the control group); on the other hand, we had changed to apply the online remedial teaching on Class A (i.e., the experimental group). Moreover, to validate the effectiveness of the online remedial instruction methods applied, we had also conducted an online questionnaire in Class A to further study students’ attitudes and perceptions about the two different approaches. The major results and findings of this study are as follows: First, according to expertise, online remedial e-learning systems are effective in promoting remedial education teaching; however, this might not necessarily be the case, especially if the same approaches are applied to some special individuals. For example, due to some common restrictions (e.g., ages of the students, economical problems), we found that, in the phase-two experiments of this limited study, the students in Class B (i.e., the traditional remedial instruction) had more effective performance improvements than those in Class A (i.e. using the online e-learning). Second, according to our limited survey results, most students express the very idea that the online remedial teaching approach is more interesting than the traditional instruction one, especially in arousing their interests to understand the study subjects. Finally, according to the above findings, we suggest that mathematics instructors should pay attention to the remedial instruction approach on issues including individualized differences, adaptive-learning problems and especially on the adoption of online remedial learning approaches. For further study, we suggest that future researchers expand the scopes and the objects of their studies, for example, by trying to explore different learning platforms, or conducting the online remedial approaches on different disciplines (e.g., Chinese/Mandarin, English).