資訊科技融入數學教學學習成效之研究-以因式分解單元為例

A Study on the Integration of Information Technology in Mathematical Teaching and Its Effectiveness in LearningUsing Factorization as a Case Study

張基山(Chi-Shan CHANG)

指導教授 ： 莊修田

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2012年)

摘要

本研究旨在探討以資訊科技融入數學領域教學活動，以探討國中學生數學學習成效。研究方法是以「資訊科技融入教學法」與「傳統講述式教學法」分組進行數學領域教學，並透過「因式分解」單元教學成就測驗蒐集整合資料，以了解資訊科技融入教學法與傳統講述式教學法在數學概念學習上的差異，研究的結果以提供教師教學及後續研究之參考。
本研究採用準實驗研究法，研究對象為新北市某國中八年級中的二個班共52人為實驗對象。教學內容為國中八年級「因式分解」單元，其中一班為實驗組，接受資訊科技融入教學；另外一班為控制組，接受一般傳統講述式教學。教學時間為一節課45分鐘持續進行四週教學，並在教學前與教學後進行「因式分解」單元學習成就測驗及學習態度的前測與後測，檢驗兩組學生在教學過後的立即學習成效與學習態度差異；並就實驗組男生與女生之學習成就與學習態度進行分析。經由SPSS 17.0統計軟體作相關分析成果為：
(一)實驗組在教學後的數學學習成效與學習態度皆有正向成長，且有顯著
差異。
(二)實驗組男生與女生對於資訊科技融入數學教學後，在數學學習成效、
學習態度上兩者有顯著差異。
(三)實驗組接受「資訊科技融入教學」其學習成效、學習態度優於控制組
「傳統講述式教學」，且有顯著差異。

關鍵字

因式分解 ； 傳統講述式教學 ； 資訊科技融入教學 ； 學習成效 ； 學習態度

並列摘要

The purpose of this study was to explore the integration of information technology into mathematical teaching activities and its effectiveness on the learning of junior high school students. The research method was based on approaching mathematical teaching through two separate method groups—“the information technology integrated teaching method” and “the traditional lecture-based teaching method”—and collecting all the information through the “factorization unit teaching achievement test.” This study explored the difference in learning effectiveness between the information technology integrated teaching method and traditional lecture-based teaching method. The results of this study will be used as a reference for in-class teaching as well as follow-up studies.

This study adopted the quasi-experimental research method. The subjects were composed of two classes of eighth-grade students (a total of 52) who study at a junior high school in New Taipei City. The content of teaching was the factorization unit in eighth-grade math. Among these two classes, one served as the experimental group, receiving information technology integrated teaching; the other served as the control group, receiving traditional lecture-based teaching. The length of teaching was 45 minutes per lesson and the teaching continued for four weeks. The two groups of students each took the “factorization unit teaching achievement test” before and after the teaching process as well as a pre-test and a posttest on their learning attitude in order to examine the difference in the immediate learning effectiveness and learning attitude. In addition, the learning effectiveness and learning attitude between the boys and the girls of the experimental group were also analyzed. Through the related analysis based on the SPSS 17.0 statistical software, the results of this study are as follows:
1. The experimental group showed positive growth and significant difference in both mathematical learning effectiveness and learning attitude after the teaching.
2. The boys and the girls of the experimental group showed significant difference between one another, in both the mathematical learning effectiveness and learning attitude, when integrating information technology into mathematical teaching

3. The experimental group accepted “the integration of information technology into teaching” and their learning effectiveness and learning attitude was better than the “traditional lecture-based teaching” control group, revealing significant difference.

並列關鍵字

factorization ； traditional lecture-based teaching ； integrating information technology into teaching ； learning effectiveness ； learning attitude

參考文獻

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