U-learning與傳統教學模式之比較---以國小五年級找規律單元為例

U-learning compares with traditional teaching --- Using looking for the counted law unit in the fifth grade as an example

蔡嘉俊(Jia-Jiun Tsai)

指導教授 ： 劉湘川博士

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

本研究目的在探討適性U-learning數學步道與傳統數學步道，應用於國小五年級數學找規律單元教學之成效。為達到研究目的，研究者以知識結構為基礎建置一可結合行動化數學情境學習之環境，以及電腦適性測驗與適性補救教學的「適性U-learning數學步道系統」。並以此系統作為教學輔助工具，進行教學實驗。最後，根據實驗數據分析適性U-learning數學步道與傳統數學步道之學生學習成就的影響。

關鍵字

U-learning ； 數學步道 ； 電腦適性學習 ； 找規律

並列摘要

This research purpose aims at probing into the adaptive U-learning mathematics path and traditional mathematics path about the teaching effect of applying to the fifth grade mathematics course. In order to achieve the goal of studying, the researcher is based on knowledge structure to construct one of combining mobile learning in mathematics situation with the computerized adaptive test and adaptive remedial learning of ' adaptive U-learning mathematics path system ' . The researcher Regards this system as the instructional tool to carry on the experimen. Finally, the researcher analyzes the influence of the achievement according to the adaptive U-learning mathematics path and learning in the traditional mathematics path.
Some findings are briefly outlined as follows:
1.The achievement of U-learning mathematics path is higher than traditional paper learning the mathematics path.
2.U-learning mathematics path has no difference of showing to the student's mathematics learning attitude.
3.The associative ability has not shown the difference to the associative ability of increasing live to student's mathematics and respecting group suggestion and putting forward one's own view by different teaching ways. But the associative ability of relevant field knowledge with life、the mathematics question in life expressing by the mathematics symbol or mathematics type、using the suitable mathematics method to solve the problem of surrounding life、utilizing the result of solving a problem to explain mathematics situation. These projects reach the difference of showing; The part of associative ability by the way of U-learning mathematics path is superior to the traditional teaching way.
4.The achievement of U-learning mathematics path remedies is higher than the traditional paper learning remedy.
5. The intensity accepted of students in U-learning mathematics path is higher than traditional paper learning the mathematics path.
6.Different teaching and remedy way influence the learning style of student.

並列關鍵字

U-learning. ； mathematics path. ； Adaptive learning of the computer. ； Finding the pattern.

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