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題 名 | A Comparative Study Between Traditional Instruction and Modified Multimedia Instruction in Mathematical Problem-Solving Achievements and Beliefs of Sixth-Grade Students in Taiwan, The Republic of China=使用傳統教學法與改良式多媒體電腦教學法在我國國小六年級數學解題和數學信仰之比較研究 |
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作 者 | 馬秀蘭; | 書刊名 | 臺中師院學報 |
卷 期 | 9 1995.06[民84.06] |
頁 次 | 頁475-506 |
分類號 | 523.32 |
關鍵詞 | 傳統教學法; 多媒體電腦教學法; 國小; 數學; 解題; |
語 文 | 英文(English) |
中文摘要 | 本研究的主要目的在探討傳統教學法與改良式多媒體電腦教學法在數學解題和數學信仰之比較,同時亦探究數學解題和數學信仰在性別上的差異,以及這兩種教學方法是否對性別產生交互作用。 本研究對象為臺中市兩班國小年級學童,每班各有四十五名。其中一班在數學解題上採用傳統式教學法,是為控制組;另一班為實驗組,除了接受傳統教學外,還採用由作者自己發展設計的多媒體電腦課程。兩組接受等量的教材及相同數學時數,在實驗前,兩組的學童施予所謂教學解題成就測量和數學信仰等兩種測驗;在實驗後,信仰測驗與題目次序重排的解題測驗都再施測一次。 所得到的資料經過共變數分析(ANCOVA)處理之後所得到的結論如下:當前測成績是共變數時,統計分析透露兩組在解題成就測量和信仰測量的後測平均數上沒有顯著差異,性別在這兩種測驗的分數上也沒有表現出顯著的差異,並且上兩種教學方法沒有對性別產生顯著的交互作用。結果雖然如此,但作者發現,實驗期間,在多媒體電腦環境下的學童比在傳統教室下的學童對數學教材表現出較多的注意力。接受多媒體電腦教材的男女學童感受到多媒體電腦所產生的豐富知覺之學習環境,增加他們在探求問題解決的好奇心及興趣。所以對國小的傳統數學教學,此種改良式多媒體電腦教學法是值得推薦的一種教學支授。 |
英文摘要 | This study was conducted to compare traditional instruction and modified multimedia instruction in mathematical problem-solving achievements and beliefs. The study examined the gender role in mathematical problem-solving achievements and belief systems. Interaction between gender and treatment within each group was also studied. Subjects were 90 sixth-grade students enrolled in two classes of an elementary school in Taiwan. The nontreatment group included the 45 students who received only traditional instruction in mathematical problem solving throughout the 3 weeks study. The treatment group, also containing 45 students, covered the same material and time period as the non-treatment group but with a modified multimedia instruction application in addition to the traditional instruction. Prior to the treatment period, the subjects of both groups completed a pretest of the Mathematical Problem-Solving Performance Measurement II (MPSPM II) and the Mathematical Belief Instrument (MBI). After the treatment, all subjects were administered a posttest of the MBI and a reordered version of the MPSPM II. Analysis of covariance (ANCOVA) was performed on the problem-solving test and the belief instrument. The statistical analyses revealed no significant differences on the problem solving test and the belief instrument of the posttest mean scores between the two groups when pretest scores were covariantes, respectively. Gender did not play a significant role on the posttest mean scores of either the problem solving test or the belief instrument. Also, there was no significant interaction between treatment and gender in the posttest mean scores of the problem solving test and the belief instrument. During the experiment, students in the multimedia environment paid more attention to the instructional materials than did students in the traditional classroom, regardless of gender. They reflected that the sensory-rich and reinforcing learning surroundings increased their curiosity and interest n approaching problem solving Thus, modified multimedia representation can be recommended as a supplement to traditional mathematics teaching in the elementary schools. |
本系統中英文摘要資訊取自各篇刊載內容。