計算機融入國小五年級小數教學之行動研究：
以學習障礙及輕度智能障礙學生為例

摘要本研究以研究者任教之桃園市立某國小五年級資源班三個學生為對象，採行動研究的方法，探討行動教師將計算機融入教學所遭遇的困境和解決方案、對學生在數學上學習成效的影響，以及教師的省思與自我成長。經由收集教學觀察紀錄表、教學省思的紀錄表、研究者與學生的對話紀錄表、教學錄影檔、課程發展會議紀錄表、學生作業單、學生評量資料等相關資料，進行整理、歸納、分析，並於過程中不斷的反省修正，得出以下研究結果：一、計算機融入數學教學遭遇的困境之三面向及相對應的解決方案：（一）教學歷程中最大的困境是計算機融入課程的設計，解決方法為先從既有的文獻去建立課程設計的目的為協助學生建立概念的原則，再以團隊合作、討論的方式來發展課程內容。（二）學生欠缺在數學課中正確使用計算機的態度及操作的知能，解決方法為多　　　製造學生使用計算機的機會，並從過程中建立使用計算機的主要目的為概　　　念的建立而不是僅在解決計算的問題。（三）部分家長固有的觀念阻礙孩子使用計算機進行學習的意願，解決方法為向家長說明計算機的使用為未來學習的趨勢，是輔助學生學習的工具之一。二、在資源班的數學課提供計算機可以讓學生經由有趣的操作豐富課程內容，進而增加學生的學習意願及提升學習成效。三、經由文獻的探討及研究團隊的討論，在研究歷程中設計適合資源班學生運用計算機學習的教學活動，除了引導學生進行有效的學習外，也助於教學觀點的創新及專業能力的成長。　　本研究亦將根據上述研究結論，提出相關建議，以供未來實施計算機融入數學相關教學研究之參考。

關鍵字

行動研究；計算機；學習成效

並列摘要

Abstract 　　The purpose of this study is aim to examine the effect of action research on integrating calculators into mathematics teaching in the fifth graders. This study targeted three students from a fifth-grade resource room in an elementary school in Taoyuan City, where the researcher teaches. And the study adopt action research to explore the difficulties and solutions of the researcher’s integration of calculators into teaching, the effects on the students' learning effectiveness in mathematics, and the teacher’s reflection and self-development. Through the collection of the teaching observation records , teaching reflection forms, researcher-student dialogue records, teaching video files, 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 major findings of the study were summarized as below: 1.Three aspects of the difficulties encountered by integrating calculators in mathematics teaching and the corresponding solutions: (1) The biggest difficulty in the teaching process is the design of integrating calculators into courses. The solution is to establish the purpose of curriculum design based on the existing literature to help students build the principles of the concept, and then develop the course content by teamwork and the discussion within a team. (2) Students lack the knowledge of the correct use of calculators in mathematics classes and the ability to use them. The solution is to create more opportunities for students to use calculators. The main purpose of using calculators during the teaching process is to establish the concept rather than solving the problem of computing. (3) The inherent ideas of some parents hinder children's willingness to use calculators for learning. The solution is to explain to parents that the use of calculators is a trend for learning in the future and is one of the tools to help students learn. 2.The calculators provided to the students of the resource room during the math classes enriches the content of the course through interesting operations, increases the students’ willingness to learn and improves the students’ learning effectiveness. 3.Through the literature review and the discussion within the research team, designing the teaching activities which is suitable for resource room students to use calculators when learning mathematics during the course of research can not only guide students to learning effectively, but also help the researcher develop in the innovation of teaching ideas and the growth of professional competence. 　　This study will also make recommendations based on the findings of the study to let future teachers or researchers who are interested in the integration of calculators into mathematics-related teaching and research take as reference.