- 學位論文
不同板書呈現方式對國小一年級數學學習成效的影響—以減法為例
A Study of Effects on Learning Mathematics Using Handwriting with Interactive Whiteboard for the First Grade Elementary School Students-the Subtraction as an Example
摘要
本研究依Gagné的九項教學事件的理論，應用於國小數學的教學設計，並且利用互動式電子白板來支援此教學過程中的板書呈現。在教學設計中之「喚起注意」、「促使回憶先備知識」、「提供學習輔導」和「誘發實作表現」利用互動式電子白板來書寫數學教材有顯著成效。本研究探究學生學習數學的學習成效以及學生的反應，採用準實驗研究法，對國小一年級學生三個班共71人進行教學實驗，研究結果發現不同板書呈現方式教學對國小一年級學生數學減法單元學習成效有顯著差異，但和學習風格、學習成就以及性別無顯著的交互作用，此外，依電子白板教學問卷和半結構式訪談資料，可知實驗組受訪學生對使用互動式電子白板多持正面肯定的態度，認為確實能幫助他們學習數學且提升學習興趣。
並列摘要
The study integrates Gagné nine events of instruction theory and interactive whiteboards to design a new instruction process for the elementary mathematics instructional design. Here the interactive whiteboard is employed to support the writing on the whiteboard during teaching process. During the instructional process, teachers write mathematic materials on an interactive whiteboard in these four steps, "gain attention", "stimulate recall of prerequisite learning", "providing learning guidance", and "eliciting the performance". A quasi-experimental research method is used to investigate the performance of the proposed instructional design. Experimental results showed that students in the experiment group achieved a better learning effect. Additionally, a semi-structured interview is also conducted. The interview data reflect that students in the experimental group deem that the proposed instructional design with the support of interactive whiteboards really helps them learn mathematics. Therefore, their learning interest can be promoted.