智能電腦教學及學習系統結合互動式電子白板導入國中數學領域之研究

A Study on Incorporating Intelligently Teaching and Learning with Computers System with Interactive WhiteBoard for Mathematics Teaching in Junior High School

楊宗偉(Chung-Wei Yang)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2013年)

摘要

智能電腦教學及學習系統（Intelligent Teaching And Learning with Computers, 以下簡稱為ITALC）是一套跨平台的螢幕廣播自由軟體，與電子白板結合導入於國中數學可讓教師以類似九宮格的監控畫面方式監控所有學生所書寫的數學算式，透過單槍投影機將指定學生所書寫的算式投射在互動式電子白板上，教師再根據其算式進行講解。本研究將該系統和互動式電子白板結合導入國中數學領域教學，其研究目的有三：（1）探討使用ITALC結合互動式電子白板導入國中數學領域後，對學生的數學學習成就之影響。（2）探討使用ITALC結合互動式電子白板導入國中數學領域後，對學生的數學學習態度之影響。（3）探討學生對ITALC結合互動式電子白板導入國中數學領域之接受程度。
本研究採準實驗研究法，以二人一組進行為期八週的分組教學實驗，其研究對象為新北市某國中兩班七年級學生共57人，一班為實驗組實施「ITALC結合互動式電子白板」教學，另一班為對照組實施「互動式電子白板」教學。依據前後測數據比較兩組學生在學習成就和學習態度上的差異，並請實驗組和對照組學生分別填寫接受程度問卷，其研究結果如下。
一、實驗組與對照組之數學學習成就後測成績均顯著高於同組之前測
成績，而在排除前測成績的影響下，實驗組後測數學學習成就成
績顯著高於對照組後測數學學習成就成績。
二、實驗組之數學學習態度後測分數顯著高於前測分數，而對照組之
數學學習態度後測分數未顯著高於前測分數，在排除前測分數的
影響下，實驗組後測數學學習態度分數顯著高於對照組後測數學
學習態度分數。
三、學生對ITALC結合IWB導入數學課的接受程度及幫助程度優於IWB
導入數學課的接受程度及幫助程度。

關鍵字

智能電腦教學及學習系統 ； 互動式電子白板 ； 即時反饋系統

並列摘要

Intelligent Teaching and Learning with Computers (ITALC), a set of software with screen broadcasts, is implemented with WhiteBoard in Junior High School mathematics class. It allowed teachers to monitor students’ progress in writing math formulas through a 3 by 3 grid screen. With students’ work projected on interactive white board, the teachers may explain the math formula and provide feedback.
This study incorporated the ITALC with Interactive WhiteBoard in teaching mathematics in a junior high school. The purposes were to investigate the effects of applying ITALC with interactive whiteboard in teaching mathematics in terms of students’ math learning achievement, learning attitudes and the acceptance of such delivery method.
This was a quasi-experimental study of 57 seventh grade students from a junior high school in New Taipei City. The intervention lasted eight weeks. One group of students was the experimental group and they were taught using “ITALC with Interactive WhiteBoard.” The other group of students was the controlled group and they were taught with “Interactive WhiteBoard.”
The results were as follows：
1.The mathematics learning achievement scores of both the
controlled and the experimental group were significantly
higher than the pre-tests. As their pre-test scores were
controlled, the post-test scores of the experimental
group were significantly higher than that of the
controlled group.
2.Students’ mathematics learning attitudes after treatment
were significantly more positive for the experimental
group. Their learning attitude were significantly more
positive than that of the controlled group.
3.Students who were assigned to “ITALC with Interactive
WhiteBoard” mathematics class were to a larger extent
more acceptable and deemed the technology to be more
helpful than those who were assigned to “Interactive
WhiteBoard” mathematics class.

並列關鍵字

Intelligent Teaching And Learning with Computers ； Interactive WhiteBoard ； Interactive Response Systern

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