資訊科技融入團班教學與個別指導教學之成效比較-以五年級數學「比率與應用」單元為例

Integrating Information Technology into Group and Individual Instruction Models-Using Unit of Rate and Its Application of 5th Grade Mathematics as An Example

林甫憲(Lin Fu Hesin)

指導教授 ： 劉湘川

亞洲大學/資訊學院/資訊工程學系碩士班/碩士(2008年)

摘要

本研究主要目的為配合資訊融入教學而建置一套國小數學科數位教材，教材內容以國小五年級「比率與應用」為單元，以知識結構為理論架構分析該單元學生的子技能、錯誤類型，並建立專家知識結構、試題知識結構及補救教學知識結構。建置適性測驗試題並採用貝氏網路線上測驗平台，來做為學生電腦線上診斷測驗及適性補救教學之系統。教材包含教師教學手冊、學生單元講義、學生加油手冊、教學多媒體以及補救教學多媒體。研究以一對二個別指導教學為實驗組；團班教學為對照組，進行教學、補救教學、適性測驗並分析兩組教學、補教教學之成效。
研究結果分析如下：
1. 「比率與應用」單元數位教材在數位教材使用回饋分析中每一項評鑑項目獲得佳以上評比皆高達94.1%以上，顯示本研究教材有極高的評價。
2. 本研究適性診斷測驗的試題信度為.899，有相當不錯的信度。
3. 本研究前測錯誤類型、子技能精準度平均為88.34%，而後測的錯誤類型、子技能精準度平均為98.94%；試題預測精準度，前測為89.77%，而後測的預估精準度為90.10%。節省題數方面前測平均節省題數為12.3題，省題達38.53%，後測平均節省題數為16.7題，省題達52.17%，可見BNAT在節省題目方面有很不錯的成效，尤其後測的省題更高達一半以上。
4. 在資訊融入教學課程成效方面，一對二個別指導教學優於團班教學。
5. 在補救教學成效方面，一對二個別指導教學優於團班教學，且經補救教學後，兩種教學模式之習得子技能總數增加，而錯誤類型總數減少，其中以一對二個別指導教學模式最為顯著。
6. 高中低能力學生學習成效方面，一對二個別指導教學各分組的分數進步幅度皆大於團班教學各分組之分數。
7. 依學生性別分析學生學習成效方面，一對二個別指導教學不管是男生或是女生的進步成績皆優於團班教學，而男生在接受一對二個別指導的補救教學成效最佳。

關鍵字

比率 ； 資訊科技融入教學 ； 貝氏網路 ； 順序理論 ； 補救教學 ； 節省題數 ； 數學科 ； 子技能 ； 多媒體 ； 實驗組

並列摘要

English Abstract

The purpose of this study is to develop a mathematic system of elementary teaching materials by integrating information technology into education. The major teaching materials focus on the unit, Rate & Its Application of 5th-grade. Thus, according to Ordering Theory, this study attempts to analyze students’ sub-skills and bugs in learning and further build up the expert’s knowledge structure, knowledge structure and remedial-instruction knowledge structure. Based on Bayesian network, the system is used for the Computerized Adaptive Diagnostics Test System and Adaptive Remedial Instruction. The major materials include teacher’s book, student’s handouts, student’s workbook, multimedia teaching and remedial instruction by using multimedia. There were two groups in this study. One is experimental group which was individual teaching including one teacher and two students by a group. The other one is control group which was group teaching in general.
After investigating and comparing the effects of two groups, there are seven results revealed below.
1. According to teachers’ feedback sheets, the multimedia teaching materials of Rate & Its Application got positive evaluations, which was higher than 94.1 % on average.
2. The test reliability(r = .899) of the Computerized Adaptive Diagnostics Test System was appropriate.
3. The accuracy on pre-test and post-test of students’ sub-skills and bugs were 88.34% and 98.94% on average, respectively. As for the test prediction accuracy, the pre-test was 89.77 % and the post-test was 90.10%. Moreover, BNAT had good effects on decreasing test items. That is, the pre-test reduced 12.3 on average and its percentage was 38.53 %. The post-test reduced 16.7 on average and its percentage was 52.17 %.
4. By investigating the integrating information technology into education, the effects of individual teaching (one teacher by two students) (experimental group) were better than the group teaching (control group).
5. By analyzing the effects of remedial instructions, the effects of individual teaching (one teacher by two students) (experimental group) were better than the group teaching (control group). Moreover, after receiving remedial instructions, students learned more sub-skills and reduced bugs in general. Especially, the effects of individual teaching (one teacher by two students) were most obvious.
6. By comparing students with different levels, the effects of individual teaching (one teacher by two students) (experimental group) were better than the group teaching (control group) in general.
7. By comparing students’ gender, both boys and girls in experimental group got better effects than the control group. In addition, boys got higher improvement when receiving individual remedial instructions.

Keyword: Rate; integration of information technology into education; remedial instruction; Ordering theory; Bayesian network

並列關鍵字

Rate ； Bayesian network ； Ordering theory ； remedial instruction ； integration of information technology into education

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