虛擬教具融入國小六年級分數補救教學成效之研究

Research on the Effects of Integrating Virtual Manipulatives into Remedial Instruction of Fractions in the Sixth Grade

劉景聰(Ching-Tsung Liu)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/CYCU.2008.00395

摘要

本研究主要是藉由資訊科技開發出來的虛擬教具進行分數補救教學，以探討虛擬教具是否能成為有效的分數補救教學工具，以提供教師於進行分數補救教學之參考，且提供學生進行分數學習的輔助工具。
本研究採用準實驗研究設計，以桃園縣一所國小12個班級學生為研究樣本，以研究者自編之「國小學童分數概念學習表現測驗」試卷進行普測，依據學生得分，選擇得分低於平均數以下的學生作為補救教學活動的實施對象，分配為虛擬教具組、傳統教具組及未實施補救教學組。虛擬教具組使用虛擬教具進行補救教學；傳統教具組使用一般傳統教具進行補救教學；未實施補救教學組則完全未進行補救教學，並以國小學童分數概念學習表現測驗、分數好好玩網站及教學回饋問卷為主要研究工具。主要研究發現如下：
一、補救教學優於不做補救教學，且使用虛擬教具優於使用傳統教具。
二、使用虛擬教具與使用傳統教具在學習表現有明顯進步，不做補救教學學習表現沒有明顯進步。
三、虛擬教具組學生在等值分數與等分概念項目得分有明顯進步。
四、虛擬教具可做為補救教學的輔助教具，特別是搭配精熟學習法進行。
五、對學習低成就學生，補救教學有必要且值得做。
六、使用虛擬教具呈現分數加法概念無明顯幫助，仍要輔以適度紙筆練習。
七、虛擬教具組學生對於虛擬教具融入分數補救教學之看法滿意度傾向於正向。
最後根據研究結果與發現，提出若干建議以作為教師教學改進與未來研究之參考。

關鍵字

虛擬教具 ； 國小六年級 ； 補救教學 ； 分數

並列摘要

The purpose of this study was to explore whether the virtual manipulatives could be an effective aid of remedial instruction or not. The research provided the reference of carrying on remedial instruction of fraction, and proved that the virtual manipulatives may help students to study fraction.
This research adopted the quasi-expermental design to examine the effects of remedial instructions. The subjects were students of 12 classes of a primary school of Taoyuan county. Researcher designed a performance test understanding of fraction concept to identity elementary school students. According to the test results, the researcher chose those whose score were lower than average as the target. Subsequently, the target students were divided into three groups, one group uses the virtual manipulatives to remedy teaching; another group uses the general traditional teaching aid to remedy teaching; the other group had not administered remedial instruction at all. The data of the research were based on “the pupils’ learning performance of the concept of fraction” and a website, be known as” Learning fraction for fun” and the questionnaire of teaching feedback. The major results were summarized as follows：
1.The performance of the remedial instruction was better than the contrary, and using the virtual manipulatives is better than using the traditional teaching aid.
2.The learning performance had obviously progressed in the virtual manipulatives group and the traditional teaching aid group, as for the group which had not administered remedial instruction, the performance hadn•t changed at all.
3.Students of virtual manipulatives group had excellent performance on the equivalent fraction item and the concept item of dividing number into equal parts .
4.Virtual manipulatives can be a good teaching aids on remedial instruction, specially with the mastery teaching strategy.
5. Remedial instruction is necessary for under-achivers.
6.The use of virtual manipulatives did not improve student•s performance on addition of fractions.Pencil and paper practice should be integrated into this application for better outcomes.
7.Students of virtual manipulatives group satisfied with incorporating virtual manipulatives into remedial instruction.
Finally, based on the findings of this study, suggestions for improving teaching and future research were discussed.

並列關鍵字

fractions ； sixth grade of primary school ； remedial instruction ； virtual manipulatives

參考文獻

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