使用註解服務來支援錯誤更正對國小六年級學童數學學習影響之研究

The study of using the annotation service to support error correction on learning Mathematics for sixth grade elementary students

吳孟學(Meng-Hsueh Wu)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2010年)

摘要

本研究旨在設計一套註解服務支援錯誤更正學習系統，以協助學生在學習上能夠獲得立即且正確的回饋。透過使用本系統，讓教師能了解學生在「分數乘除法」學習的過程中產生的迷失概念及答題時所犯的錯誤，並引導他們訂正及釐清相關概念。本研究探討使用本系統的學生其分數乘除法的學習成效是否比未使用佳，此外並探討不同先備知識學生使用本系統在學習效益上是否有顯著不同。
本研究採用教學實驗法，教學對象為兩班六年級學生，分成實驗與控制兩組，共57位。兩組均先施以分數乘除法前測。接著同時進行兩週「分數乘除法」教學後，實驗組使用註解服務支援錯誤更正學習系統，控制組則施以傳統紙筆練習。最後兩組再施以後測來了解其學習成效。根據研究結果顯示：(1)實驗組使用註解服務支援錯誤更正學習系統，在分數乘除法概念測驗上的後測成績優於控制組。(2)實驗組高先備知識學生接受學習系統輔助後，在分數概念測驗上的後測成績與控制組高先備知識學生並沒有顯著差異。(3)實驗組低先備知識學生使用註解服務支援錯誤更正學習系統後，在分數概念測驗上的後測成績明顯優於控制組低先備知識學生。(4)學生對於採用系統輔助學習，均抱持肯定的態度，認為本系統可以幫助他們在數學上的學習。(5)本研究發現學生在學習分數乘除法時，某些錯誤類型較常出現。
綜合言之，本研究所提供的註解服務支援錯誤更正學習系統對於學生在學習成效上是有幫助的，相信在其他單元及領域上，註解服務輔助學習的概念，也能有效提升學生學習成效。

關鍵字

先備知識 ； 錯誤更正 ； 分數乘除法 ； 錯誤類型

並列摘要

The main goals of this study were to design an annotation service to support error correction learning system and to assist students in getting instant and right feedbacks in terms of learning. Through using this system, teachers could understand students’ misconceptions which were produced when students learned multiplication and division of fractions and guided them to correct and figure out related conceptions. This study discussed that whether students who used this system in multiplication and division of fractions had better learning effects than those who didn’t use. Besides, it was also discussed that if different prior knowledge students using this system had obvious different learning effects.
The research method was experimental research method and the subject of this study was fifty-seven students from two classes of sixth grade which were divided into the experimental group and the controlled group. At the beginning, both of these two groups had “the pre-test of multiplication and division of fractions”, and then had “multiplication and division of fractions” instruction for two weeks. The experimental group used the annotation service to support error correction learning system. The controlled group used the traditional written practice. Finally, both of two groups had the post-test to get the learning effect.
According to this study, we can know that:
(1)In the post-test of multiplication and division of fractions, the experimental group with the use of the annotation service to support error correction learning system has better grades than the controlled group.
(2)There are no significant effects in the post-test grades towards the high prior knowledge students in the experimental group and the controlled group.
(3)The low prior knowledge students in the experimental group who use the annotation service to support error correction learning system have obviously better grades than those in the controlled group.
(4)Students hold the positive attitudes towards adopting system-assisted learning, they think that this system can help them learn Mathematics.
(5)This study also finds that some misconceptions can often be found when students learn multiplication and division of fractions.
In conclusion, the annotation service to support error correction learning system that this study provides is helpful to learning effects. And it is believed that the annotation service to support learning conception can effectively promote student’s learning effect on other units and fields.

並列關鍵字

prior knowledge ； error correction ； multiplication and division of fractions ； misconception

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