從多元智能理論探討圖像式教學對不同空間能力學童之學習成效—以國小五年級數學為例

本研究係基於多元智能理論中與數學學習較直接相關的邏輯數學智能及空間智能，進一步以圖像式教學融入國小五年級數學之教學後，探究對於不同空間能力學童在其學習成效之影響。本研究採準實驗研究法，研究對象為桃園市某國小五年級兩個班級學生共53人，分為實施圖像式教學之實驗組與實施傳統式教學之控制組。以未實施圖像式教學之上學期期末考作為實驗起始測驗；以下學期期中考作為實驗後測驗，並將實驗組學生以空間能力量表測驗其空間能力分為高低兩組，用以分析圖像式教學對於不同空間能力學童在其學習成效之影響。針對所獲得之資料，以描述性統計資料、獨立樣本t檢定及單因子共變數分析(ANCOVA)進行資料分析與討論。研究結果顯示：一、圖像式教學具有提升數學學習之成效。二、圖像式教學對於不同空間能力學童在數學之學習成效皆有正面提升。三、圖像式教學可印證多元智能理論並有助於數學學習成效。最後，本研究依據上述結果，提出相關建議，俾供教育現場以及後續研究者之參考。

關鍵字

多元智能；圖像式教學；空間能力；學習成效

並列摘要

This study is based on the theory of multiple intelligences, specifically logical-mathematical intelligence and spatial intelligence, which are more directly related to mathematical learning. After integrating graphic teaching methods into the instruction of mathematics for fifth graders in elementary school, the study aims to explore the impact on the learning outcomes of students with different spatial abilities. The study employs a quasi-experimental research method, targeting two fifth-grade classes from an elementary school in Taoyuan City, with a total of 53 students. The students were divided into an experimental group, which received graphic teaching, and a control group, which received traditional teaching. The end-of-term exam from the previous semester, before the implementation of graphic teaching, was used as the initial test. The mid-term exam of the following semester, after the implementation, was used as the post-test. The spatial ability of students in the experimental group was assessed using a spatial ability scale and divided into high and low spatial ability groups to analyze the impact of graphic teaching on students with different spatial abilities. Data analysis and discussion were conducted using descriptive statistics, independent samples t-test, and analysis of covariance (ANCOVA). The results of the study indicate: 1.Graphic teaching methods have a positive effect on improving mathematical learning. 2.Graphic teaching methods positively enhance the learning outcomes of students with different spatial abilities in mathematics. 3.Graphic teaching methods validate the theory of multiple intelligences and contribute to learning outcomes. Finally, based on the above results, this study provides relevant recommendations for educational practitioners and future researchers.