運用口語引導於國中幾何推理教學之研究

Abstract

使用媒體教學時，媒體只是工具，數位教材的設計與教師的展演更為重要。本研究主題為幾何推理單元，探討口語引導教學、直述式教學對學生學習成效、上課感知及認知負荷的影響。採準實驗研究法於七年級四個常態班級進行實驗教學，實驗組採口語引導教學，對照組採直述式教學。

實驗結果分析得到： 1 . 就整體學生而言，以口語引導教學之階段學習成就測驗及延後測表現皆高於直述式教學，且有顯著差異。以口語引導教學之「上課意願」高於直述式教學且有顯著差異。 2 . 就高學習成就學生而言，以口語引導教學之階段學習成就測驗僅推理題部分表現高於直述式教學，且有顯著差異。以口語引導教學之延後測表現高於直述式教學，且有顯著差異。以口語引導教學之「花費心力」高於直述式教學，且有顯著差異。 3 . 就中學習成就學生而言，以口語引導教學之階段學習成就測驗及延後測表現皆高於直述式教學，且有顯著差異。以口語引導教學之「上課意願」及「理解程度」高於直述式教學，且有顯著差異。 4 . 就低學習成就學生而言，不論以口語引導教學或直述式教學之階段學習成就測驗、延後測表現、上課感知及認知負荷皆無顯著差異。 5 . 在實驗教材中皆未產生專業知識反轉效應。

In medial teaching, the multimedia is only an instrument. The design of digital teaching material and the demonstration of teachers are much more important. This study focuses on the learning of geometric reasoning. It investigates the effect of oral guiding teaching or indicative teaching on learning effectiveness, the perception in class and the cognitive load of the pupils. A quasi-experimental design is implemented in this study, which targets four normalized seventh-grade classes. The experimental group was taught with oral guiding teaching while the control group was taught with indicative teaching.

The experiment results are as follows: Firstly, all pupils’ performance of the immediate effect and delayed posttest of oral guiding teaching is better than that of indicative teaching with a significant difference. Moreover, students’ learning interest of oral guiding teaching is higher than that of indicative teaching with a significant difference. Secondly, as for high achievement students, their performance of the problems of reasoning of the immediate effect of oral guiding teaching is better than that of indicative teaching with a significant difference. In addition, the performance of the delayed posttest of oral guiding teaching is better than indicative teaching with a significant difference. The mental effort of oral guiding teaching is higher than indicative teaching with a significant difference. Thirdly, in terms of middle achievement students, their performance of the immediate effect and delayed posttest of oral guiding teaching is better than that of indicative teaching with a significant difference. Besides, their learning interest and the degree of understanding of oral guiding teaching are higher than that of indicative teaching with a significant difference. Fourthly, as for low achievement students, their performance of the immediate effect, delayed posttest, the perception in class, and the cognitive load of oral guiding teaching shows no significant difference with indicative teaching. Finally, there is little reverse effect of professional knowledge for the experimental teaching materials.