資訊融入教學對國中資源班數學低成就學生學習影響之個案研究

A Case Study of Integrating Technology into Mathematics Teaching and Its Effect on Resource Classroom Students in Junior High School

袁媛(Yuan Yuan) ； 許錦芳(Ging-Fang Shie)

《教育科學期刊》 7卷1期 (2007/06) Pp. 36-57

https://doi.org/10.6388/JES.200706.0036

摘要

本研究以國中一年級資源班數學低成就的三名學生為研究個案，探討資訊融入的教學策略對其數學學習的影響。在實施教學的過程中，個案認為PowerPoint簡報呈現教材綱要的方式，有助於掌握學習的結構與重點，而Flash程式的藍、紅太極表徵則有助於理解整數的加減法並加強應用練習，透過GSP所提供的學習活動，學生有機會實際操作並完成幾何的探索任務，但在學習「角平分線的特性與應用」時則遭遇較多學習上的困難，即使研究者修正教學模式，實施第二次的教學後，個案雖認為稍能理解其意義，但應用於解習題時仍感覺有相當大的困難。本研究結果發現，資訊融入數學的教學策略確實能有效提升低成就學生的學習態度，而其學習表現在平時的教學評量中，雖然仍有遭遇學習瓶頸的時候，但大部分時間皆有具體的表現成果，能達成學習目標。

關鍵字

數學低成就學生 ； 資源班 ； 資訊融入教學

並列摘要

The purpose of this study was to design technology-integrated activities for resource room students at the junior high school level and to explore its effect on students' mathematics attitude and achievement. The results showed that these technology-integrated activities can effectively improve the mathematics attitude of the three mathematics lower achievers in the resource room. Although students still encountered difficulties in learning some of the content, most of the time they did show complements of teacher requests and learning objects.
In the topic of integer addition and subtraction, students thought that using PowerPoint to show the outlines helped them understand the big ideas. Using red and blue tai chi to represent positive ones and negative ones, students seemed to get the idea of integer addition and subtraction. This Flash learning material also helped students to practice effectively. However, students did not perform well on the midterm and were stricken by this result. This may be due to a big difference between the midterm and the ordinary practices in the resource classroom. In the topic of the transformation of geometry figures, students were observed positive participation and discussions during class time. They experienced difficulties when studying the characteristics and applications of the concept about bisector angles. Even though the researcher revised the teaching activities and explained this concept again, students still did not get the concept and had lots of difficulties to solve problems which include an application of this concept.
It was also found that three students liked these technology-integrated activities, and expected teacher use technology to teach mathematics in the future.

並列關鍵字

mathematics lower achiever ； resource room ； technology-integrated teaching

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