國小混成式教學實驗探討

數學為科學之母，小學階段不僅是數學教育的重要起點，也是數學概念建立的重要時機。幾何學習是「國民中小學九年一貫課程綱要」數學領域五大主題之一，足以證明幾何能力對於學習者的重要性。隨著科技技術發展，數位學習模式已成眾人觀注焦點，本研究針對國小中低年級學童，以RFID技術及多媒體技術設計了「悅趣化幾何教學系統」，含有「數位影音教學模式」和「數位遊戲學習模式」。透過混成式教學結合傳統及數位學習優勢，將數位學習內容代入傳統教學中，目的在於協助學童建立幾何基礎並刺激學習者學習興趣與求知慾望。並探討分析學習者科技接受模式，van Hiele幾何層次與國小幾何學習系統之關係，研究發現學童對於本實驗系科技接受模式反應佳，幾何層次概念較低的學童透過使用幾何系統教學比幾何層次高的學童明顯反應較佳，整體而言，結合本研究開發幾何學習系統之混成式教學模式對學生有明顯幫助。本研究使用逐字稿將實驗過程完整記錄並觀察，學習者學習概況和系統運作之狀況，以傳統紙筆方式讓學童將心得建議用文字呈現學習過程中之反應，做為未來評估校正系統參考依據方式之一。

關鍵字

RFID技術；混成式教學； van Hiele幾何思考層次；逐字稿

並列摘要

Mathematics is a necessary condition for science. Not only the formal mathematics education starts in Elementary school; but also a critical period for students to establish the basic mathematics concepts. Based on the grade 1-9 curriculum guidelines for mathematics, the geometry learning is one of the five important topics; it shows the importance for elementary school students to learn geometry. With the development of science and technology, the e-learning has become the focus point of the public. In this study, we used RFID and Multimedia to develop "game-based geometry learning system" for elementary school students in low and mid grades. This system contains functions such as "digital and video teaching system" and " game-based learning system". Through the blended learning, it combines the advantages from both traditional teaching and e-learning. The goals are to assist students establishing the basic knowledge in geometry and stimulate students’ interest and desire for learning; also, to analyze and discuss the correlation among the students’ technology acceptance model, the van Hiele levels of geometry, and the Elementary school geometry learning system. The study shows students responded better to the students’ technology acceptance model, and students with less understanding in geometry responded better to the Elementary school geometry learning system. Overall, the study shows applying the blended teaching in the geometry learning system is very helpful tool to students. This study records the entire experiment in order to observe students’ learning profiles, and the system operation status; also, includes detailed transcriptions for the recorded experiment. With open-ended questionnaire to collect students’ learning experiences, they could be good as references for future system enhancements.