資訊科技融入國小數學科教學效益之研究 -以國小四年級「小數」單元為例

A Study of Learning Achievement by Integrating Information Technology into Mathematics Instruction in Elementary School—A Case for the instruction of decimal in Foruth Grade

丁香尤(Hsiang-You Ting)

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/碩士(2013年)

摘要

本論文旨在探討「資訊融入教學」和「傳統教學」兩種教學方式對不同能力水準之學習者，在兩位小數的學習成效的研究，以及學習者對電腦輔助教學軟體的使用滿意度。本研究採準實驗研究法，研究對象為雲林縣某國小四年級的兩個班級共46位學生，以一班（23人）為控制組；另一班（23人）為實驗組，分別施以前後測，最後再以問卷方式來了解實驗組學生的學習滿意度。研究結果顯示：(1)教學方法與能力水準在數學科學習成就測驗成績上並無顯著交互作用；(2)不管在資訊融入教學或傳統教學下，不同能力水準的學生其學習成就有顯著性差異存在；(3)接受不同教學方法的學生，在數學科學習成就後測驗分數具有顯著性差異；(4)相同能力水準的學生，在接受不同的教學方法下，其數學科學習成就後測驗分數有部分顯著差異；(5)實驗組學習者普遍對於利用電腦輔助軟體進行教學有正面的看法。

關鍵字

資訊融入教學 ； 電腦輔助教學軟體 ； 學習成效 ； 小數 ； 傳統教學

並列摘要

The purpose of the study in Mathematics is to approach the efficiency of the “Computer-integrated Instruction” and the “Traditional Instruction” on the academic achievement for elementary school students at different ability levels. In the Mean while,we would like to present the satisfaction degree about using the Computer-Integrated Instruction. This study adoptes quasi-experiment research design. The objects of this study came from forty-six students in two classes in the fourth grade of an elementary school in Yunlin County. One class (23 students) plays the experiment group arranged to get the computer-integrated Instruction and coming to an estimation . The other class (23 students) is designated as the control group. Both of the groups took pre-test and post-test on the achievement test in Mathematics. And the experiment group fill out the Survey on the Computer-integrated Instruction in Mathematics. And the results are as following:
1.There is no significant interaction between teaching method and ability levels on the post-test scores of the academic achievement in Mathematics.
2.No matter under what learning method, there is a significant difference on the post-test scores of the academic achievement in Mathematics for the students of different ability levels.
3.There is a significant difference on the post-test scores of the academic achivevement in Mathematics for different teaching methods.
4.There is a significant difference on the post-test score of the academic achievement in Mathematics for the students of the same ability level who are taught in different teaching methods.
5.The students in the experiment group generally hold positive opinion toward the “Computer-Integrated Instruction” in the approach of teaching in Mathematics.

並列關鍵字

Computer-integrated Instruction ； Computer-assisted instruction software ； Learning Achievement ； Decimal ； Traditional Teaching

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