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題名 | 虛擬教具應用於國小四年級角概念教學之研究=The Research of Virtual Manipulatives on Fourth Grade Angle Instruction and Learning |
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作者姓名(中文) | 胡長銘; | 書刊名 | 新竹縣教育研究集刊 |
卷期 | 9 2009.12[民98.12] |
頁次 | 頁141-181 |
分類號 | 529.54 |
關鍵詞 | 虛擬教具; 萬用揭示板; 角度單元; 數學態度; Virtual manipulatives; Magic board; Angle; Mathematics attitude; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在使用「萬用揭示板」作為教學輔具,並以 ADDIE系統化教學設計模式 來設計國小四年級數學角度單元的教材,並進一步探討將此教材應用於教學的成效及其 對學生數學態度的影響。本研究採不等組前後測準實驗研究設計,以新竹縣一所國小四年級的兩個班級學生為研究樣本,隨機抽取一班為實驗組,一班為控制組。實驗組學生接受以「萬用揭示板」作為教學輔具的教學活動,而控制組學生則進行以傳統實體教具作為輔具的教學活動。兩組學生在實驗前,以研究者自編之角度成就測驗作為前測,而後以自編之角度概念紙 筆評量作為後測,七週後再以同一份後測試卷進行延後測。在學習評量前、後測的同日,並對兩組學生施以數學態度量表的前、後測,藉以探討實驗教學對學生數學態度的影響。實驗結果主要發現如下: 一、使用萬用揭示板虛擬教具的立即性教學成效顯著優於傳統實體教具的教學,顯示以萬用揭示板為輔具的角度教學活動設計能有效提升學童角概念學習的立即性學習成效。 二、使用萬用揭示板虛擬教具的保留性教學成效顯著優於傳統實體教具的教學,顯示以萬用揭示板為輔具的角度教學活動設計能有效提升學童角概念學習的保留性學習成效。 三、實驗組在數學態度的提升顯著優於控制組學童,顯示以萬用揭示板為輔具的教學活動設計能有效提升學童的數學態度。 最後根據研究結果與發現,提出若干建議,供教師與未來研究者參考。 |
英文摘要 | This research applied the ADDIE model, and used a Webbased virtual manipulatives, Magic Board, as an aid to design instructional materials for the use of teaching fourth grade angle unit. The effects of applying the instructional materials on the students’ learning and mathematics attitude were also explored inthis research. The research design was a none quivalent groups pretest posttest quasi-experimental design. Fifty-three fourth grade students in two different classes of an elementary school in Hsinchu county of Taiwan participated in this study. The two classes were randomly assigned into two methods of instruction: a virtual manipulative group and a traditional group. Equivalency of treatment groups was determined by independent ttest on pretest (designed by the researcher) scores. A posttest (designed by the researcher) was conducted to measure immediate learning effect. To measure retention, the posttest was used again seven weeks after the posttest was first administered to students. Surveys of mathematics attitude were conducted to measure mathematics attitude of the two groups at exact the same time when they took the mathematics achievement’s pretest and posttest respectively to understand how the treatment affected mathematics attitude of the students. Research results were as following: The virtual manipulative group performed significant better than the traditional group onthe posttest. The virtual manipulative group performed significant better than the traditional group onthe retentive test. The promotion of mathematics attitude of the virtual manipulative group was significant better than that ofthe traditionalgroup. Based on research results and findings, some suggestions for elementary school teachers and future studies are proposed. |
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