互動式電子白板在國小已被廣泛地運用於課堂的教學,然而目前大多數的文獻都集中在實體電子白板之探討,而在互動式虛擬電子白板的實徵研究較缺乏,因此,本研究的研究目的有三:(1)瞭解在運用互動式虛擬電子白板輔助教學後,對學生數學學習成就的影響。(2)分析在運用互動式虛擬電子白板輔助教學下,對學生數學學習態度的影響。(3)探討學生接受互動式虛擬電子白板教學後,對互動式虛擬電子白板使用在國中數學教學的接受程度。 本研究透過準實驗研究法,以臺北縣某國中七年級兩班學生共62名為研究對象,其中一個班為運用互動式虛擬電子白板輔助數學教學的實驗組,另一個班為接受傳統黑板教學的控制組,進行為期四週的教學實驗,俟教學實驗後,再針對實驗組學生進行使用互動式虛擬電子白板後之問卷調查,以便瞭解在接受互動式虛擬電子白板運用在國中數學教學的接受程度。研究結果如下: 一、實驗組與控制組之數學學習成就後測成績均顯著高於同組之前測成績,但經過共變數分析排除前測成績的影響下,實驗組與控制組在數學學習成就之後測成績並無顯著的差異。 二、實驗組與控制組之數學學習態度後測分數均未顯著高於同組之前測成績,而經過共變數分析排除前測成績的影響下,實驗組與控制組在數學學習態度之後測分數亦無明顯的差異。 三、實驗組學生對互動式虛擬電子白板使用在國中數學教學的接受程度(認知有用性、認知易用性)為中等程度。
The interactive whiteboard has been extensively applied to teaching at elementary schools. There have been many literatures on reality whiteboard so far; however, few had focused on virtual interactive whiteboard. The purpose of this study is as follows: 1. To understand the affects of virtual interactive whiteboard on students’ mathematics learning achievements. . 2. To analyze students’ mathematics learning attitudes after applying virtual interactive whiteboard. 3. To explore junior high school students’ acceptance of the use of virtual interactive whiteboard in mathematics teaching. This was a quasi-experimental study of 62 seventh grade students, two intact classes, from one of the junior high schools in Taipei County. One class was assigned as interactive whiteboard mathematics instruction experimental group, and the other as controlled group teaching mathematics with blackboard. The treatment lasted for a total of four weeks with 4 hours a week. The results were as follows: 1. The mathematics post-test scores of both the controlled and the experimental group were significantly higher than the pre-test scores. After analyzing the Co-variance, it indicated a no significant difference in post-test scores of both the controlled and experimental group. 2. The mathematics learning attitudes post-test scores for both the controlled and the experimental group were not higher than the pre-test scores. After analyzing the Co-variance, it indicated a no significant difference in post-test scores of both the controlled and the experimental group. 3. The experimental group students who were assigned to the virtual interactive whiteboard mathematics class showed medium acceptance to the technology.
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