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題 名 | 發展數位化教學方案之歷程研究:以國小二年級基本乘法概念為例=A Study of Designing and Implementing Digital Teaching Materials in Basic Multiplication for the Second Graders |
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作 者 | 楊珮宜; 譚寧君; | 書刊名 | 科學教育研究與發展季刊 |
卷 期 | 62 2011.09[民100.09] |
頁 次 | 頁97-137 |
分類號 | 523.32 |
關鍵詞 | 基本乘法概念; 教學方案; 設計本位; 數位教材; Activate Mind Attention; AMA; Basic multiplication concept; Teaching material; Design-based research; Digital teaching material; |
語 文 | 中文(Chinese) |
中文摘要 | 摘 要 本研究以Activate Mind Attention (AMA)系統軟體發展基本乘法概念之數位 教材,期望透過融入科技媒材來促進學生乘法概念的理解。研究採設計本位研 究法,包含從組織團隊、分析教學問題、教學設計、教學實踐到評鑑與反省的 循環,目的為探究發展國小二年級基本乘法概念數位教材之歷程。研究發現發 展數位教材需考慮許多陎向,從教學目標擬訂、學生先備知識與迷思概念、教 材內容與教學情境安排、教學表徵、教材順序等,每個環節均很重要,且需環 環相扣。過程中發現教材分析的關鍵性,除可掌握教材內涵與脈絡外,也能激 發教材設計靈感,而教材版陎編排與色彩搭配均會影響學習者的學習,圖像化 與動態呈現的效果,可引起學生學習動機與參與興趣。透過設計教材,教師更 能掌握教學脈絡。 |
英文摘要 | Abstract The study was to explore how technological media could be incorporated into teaching materials to assist students in understanding multiplication concept by using the AMA system software to develop digital teaching materials for basic multiplication. The study adopted the design-based research method included organizing the teamwork, analyzing teaching problems, developing teaching schemes, conducting practical teaching, assessment and reviewing with the purpose to investigate the process of developing digital teaching materials for multiplication concept and multiplication formula for the second graders. The study found many elements to be considered in developing digital teaching materials including confirmation of teaching goal, students‟ prerequisite knowledge or misconception, arrangement of teaching material contents and teaching scenarios, instructional representations, as well as material sequences. The details in every step were all very important and linked to each other. The results found that analyzing and comparing all printed textbooks were the key elements to master the content and context, and also inspire design of teaching material. The arrangement and the color collocation of the teaching material are also affect the students‟ learning. Besides, the representations of illustration and dynamic pictures could motivate students to learn and arise their interests in participation. By designing the teaching material, teachers can acquaint with the instructional context. |
本系統中英文摘要資訊取自各篇刊載內容。