- 學位論文
多媒體輔助教學在國小數學科「立體圖形」補救教學之應用
The Application of Remedial Teaching With Multimedia Integration Into Three-dimensional Graphs Instruction In An Elementary School
摘要
本研究的目的在探討多媒體輔助教學在國小立體圖形補救教學中學生的迷思概念澄清歷程與學習成效，進行平均數與標準差差異比較及晤談結果分析，研究對象為研究者任教之南投縣偏遠山區某一所國民小學四至六年級學生，實施約三週「多媒體輔助立體圖形補救教學」，實驗教材為研究者自編。教學實驗結束後，進行平均數與標準差差異比較及晤談結果分析，研究結果如下: 一、學生具有五項有關「立體圖形」迷思概念:「對於體積堆疊的活動較難以抽象化方式思考」 、 「二維平面過渡到三維空間有明顯的困難」 、「立體 圖形、展開圖與透視圖的關係不清晰」 、 「對不規則物體的表面積與體積較不熟悉用切割、拼湊等方式來處理圖形」及「縮小及放大圖的倍數關係 不理解」。 二、「多媒體融入立體圖形迷思概念」教學方案的發展歷程包含分析、設計及應用階段 三、多媒體融入教學有助於澄清學生「立體圖形」的迷思概念，提升學習成效 最後，根據本研究的結果及結論，提出教學及未來研究之建議
並列摘要
The aim of this research mainly is to develop and apply a multimedia-assisted remedial instruction on three-dimension graphs for the fourth to sixth graders. The misconceptions of three-dimension graphs of students and their learning outcomes are explored as well using quasi-experimental method with and interviews. one-group pretest-protest design. The objectives of this study include 20 fourth to sixth graders at a remote elementary school in Nantou county. The results of this study are as follows: 1.There are five misconceptions on three-dimension graphs for the students: ”It is more difficult to ponder abstractly on piling cubes”, “It is Obviously difficult to transform two-dimensional graphs to three-dimentional graphs”, “Students do not clear the relations of three-dimentional graphics, expanded views and perspective views”, ”It is not understood clearly to use matheds of cutting and putting together about surface area and volume of irregular objects”and “It is not understood clearly the relations of enlarged views and reduced images”. 2.The process of developing the multimedia-assisted remedial instructional plan includes analysis, design, development, implementation, and evaluation. 3. The instruction is effective in clarification students' misconceptions on three-dimensional graphs. Finally, suggestions for teachers and further research are provided based on the results and conclusions of this study.