國小四年級面積單元資訊融入教學之成效

The Achievement of Information Integrated Teaching in the “Area” in the 4th Grade.

李佳蓉(Lee Chia Jung)

指導教授 ： 呂克明

亞洲大學/資訊學院/資訊工程學系碩士在職專班/碩士(2009年)

摘要

本研究主要目的之一為以Moodle平台發展國小四年級適用之面積單元教學媒體，目的之二為以此電腦教學媒體為教具，進行資訊科技融入教學，探討資訊科技融入國小四年級面積單元教學，對學童學習成效之影響。
研究設計採準實驗教學研究進行，以台中縣一所國小四年級四個班級學童為研究對象，隨機抽取其中兩個班級為實驗組，另兩個班級為控制組。實驗組以電腦媒體進行資訊科技融入教學，控制組以傳統教具進行傳統講述式教學。教學活動結束後以研究者設計之「面積概念成就測驗」進行施測，實驗結果將學童依照不同數學學業成就及性別分組，將資料以SPSS 12.0統計分析軟體，就研究假設進行資料分析與詮釋。
研究結果發現：（1）在不同教學模式下，實驗組學童學習成效優於控制組學童。（2）數學學業成就高分組學童，學習成效無顯著差異。（3）實驗組中、低分組的學童，學習成效優於控制組。（4）資訊科技融入教學模式下，男、女性學童學習成效無顯著差異。（5）就男性學童而言，實驗組學習成效優於控制組。（6）就女性學童而言，實驗組學習成效優於控制組。
本研究並針對教育行政單位、教學設計者及未來研究者提出數項建議，作為實施資訊科技融入數學科教學設計及後續研究的參考。

關鍵字

Moodle ； 面積 ； 資訊科技融入教學

並列摘要

There are two purposes of this research. One is to develop the teaching tool by Moodle about the ‘area’, which is suitable for the students studying in the 4th grade of an elementary school. The other is to investigate the effects of information-integrated instruction with the area teaching method whereby the 4th graders have to learn in mathematics.
A Quasi-experimental approach is adopted in this research. The subjects of research are selected from four classes of the 4th graders of an elementary school in Taichung County. They are divided into two groups: experimental groups and control groups. The researcher taught the experimental groups with information-integrated instruction. As for control groups, the researcher taught with the traditional tools in traditional teaching method. All groups would take “The Area Achievement Test” after teaching period. According to math test scores, teaching method, and gender, students are divided into several groups and then evaluated with SPSS 12.0 software.
According to the result, we got some inferences: (1) Students who are taught with information-integrated instruction had better learning results then students who are taught in traditional teaching method. (2) There wasn’t any improvement for the students who scored higher math scores. (3) Students who got medium or low scores had conspicuous improvement. (4) Students whom taught with information-integrated instruction，there was no conspicuous difference between boys and girls. (5) The boys whom taught with information-integrated instruction had conspicuous improvement. (6) The girls whom taught with information-integrated instruction had conspicuous improvement.
Based on the research results, I, the researcher proposed some suggestions for organizations of education, designer of teaching, and future further research in using information-integrated instruction.

並列關鍵字

area ； information-integrated instruction

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