數位筆記本融入高級中學數學補救課程之研究

Application of Digital Notebooks in Remedial Mathematics Instruction for Senior High School Students

張正杰(Cheng-Chieh Chang) ； 蘇承芳(Cheng-Fang Su)

《數位學習科技期刊》 7卷4期 (2015/10) Pp. 47-71

https://doi.org/10.3966/2071260X2015100704003

摘要

本研究應用數位筆記本記錄分析高級中學學生（以下稱高中生）在代數解題的歷程，研究對象為基隆市某公立高級中學（以下簡稱高中）一年級學生114位，經記錄分析學生的代數錯誤類型後，由教師設計適當之代數補救教學課程，分成傳統講述式與線上自學兩組，進行學習成效之差異分析。實驗設計為準實驗研究法之不等組前、後測設計。研究結果顯示：一、學生常見的代數錯誤類型有八類，最常見的前三類為「缺乏文字符號代表數的認知」、「缺乏將敘述轉譯成代數式的能力」與「算術思維的錯誤類推」；二、參與傳統講述式教學的學生較線上自學補救教學學生成績有顯著的進步；三、傳統講述式教學具有師生即時互動與解題的特性；四、線上自學具有便利性，不受時空的限制，但學生需具主動性與積極性的學習特質。本研究結果可作為日後高中代數教學與補救教學之參考。

關鍵字

代數錯誤類型 ； 補救教學 ； 數位筆記本

並列摘要

This study used digital notebooks to record and analyze high school students' progress in algebra. One hundred and fourteen first year senior high school students from a public high school in Keelung, Taiwan participated in this study. After analysis of students' algebraic error pattern, the teacher designed an appropriate remedial instruction curriculum including a traditional lecture group and an online self-study group. The experimental design utilized pre- and post-tests for unequal sample sizes. The results indicated: 1. There were eight types of common algebraic errors; the top three types were lack of understanding of variables, inability to translate written description into an algebraic expression, and incorrect arithmetic reasoning. 2. The grades of the students in the lecture group improved significantly compared to the students in the online self-study group. 3. Lecture teaching promoted real-time interaction and question-and-answer between the students and teacher. 4. Online self-study was convenient and not restricted by time or place; however, students must be proactive in their studies. The results of this study can serve as a reference for future senior high school algebra and remedial courses.

並列關鍵字

algebraic error pattern ； remedial instruction ； digital notebook

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