運用計算機輔助國小五年級學習障礙學生的小數位值概念教學成效之行動研究

本研究旨在探討運用計算機輔助國小五年級學習障礙學生的小數位值概念教學之成效並提出建議。採用行動研究的方法，探討研究過程中運用計算機輔助數學教學所遇到的困境和解決策略、運用計算機對學生的學習數學成效。透過四位五年級學習障礙學生收集課程表現紀錄表、教學後省思紀錄表、師生對話紀錄表、教學錄影檔案、課程發展會議紀錄表、學生學習單、學生評量資料等多元相關資訊，進行資料整理與分析，並於研究過程中透過與研究參與者進行反省及修正，綜合歸納結論如下：一、運用計算機於小數位值概念教學提升學生的學習成效（一）認知：透過兩次的教學循環，發現計算機輔助了學生對於小數單位量的化聚理解，更提供更多時間來讓學生聚焦於驗證小數化聚規則。（二）技能：運用計算機更直接觀察到小數進行分解及合成的改變，也消除計算的困難度，快速提供回饋來提升學習效率。（三）態度：運用計算機於數學課堂可以提升學生的學習動機，從被動的學習數學概念轉變為主動完成更加深難度的練習，將教學重點鎖定在思考解題、邏輯推理能力培養、強化概念形成，進而提高國小學習障礙學生對學習數學的動機。（四）注意力：運用計算機於數學課堂可以維持學生學習的良好注意力。（五）主動與被動回答：運用計算機可以增加主動回答的次數，減少引導或發問等被動回答次數，也逐漸增加主動敘述與表達數學概念的能力。最後，根據上述研究結論，提出對教育實務以及未來研究相關建議。

關鍵字

計算機；國小學習障礙學生；小數位值概念

並列摘要

The purpose of this study was to investigate the effects and recommendations of action research on integrating calculators into mathematics teaching of decimals place value for the fifth graders with learning disabilities. And this study adopts action research to explore the dilemmas and solutions of the researcher’s integration of calculators into teaching, the effects on the students’ learning effectiveness in the research process. Through the collection of the teaching observation records, teaching reflection forms, teacher-student dialogue records, teaching films, curriculum development minutes, student worksheets, student assessment data and other related materials, the researcher uses them to organizes, summarize, analyze, and constantly revise on the process of teaching. The findings of the study are as the following: 1. Providing calculators for students improving three aspects of the teaching process: (1) Cognitive Domain: It was found that students focus on understanding of the aggregation of fractional units, and verifying the aggregation of decimals. (2) Psychomotor Domain: Using calculators can observe the changes in the decomposition and synthesis of decimals, also eliminate the calculational difficulties , and quickly giving feedback for students with learning disabilities. (3) Affective Domain: Using calculators to improve learning motivation, change from passive learning to active, focus on thinking and solving problems, develop logical reasoning ability, strengthen concept formation. (4) Attention: Using calculators can let students with learning disabilities concentrate on decimal learning. (5) Active and passive replication: Using calculators can increase the number of active replication, reduce the number of passive replication such as guidance or questioning, and increase the ability to actively describe and express mathematical concepts. Based on the conclusions, there some suggestions for educational practice and researchers in the future.