本研究旨在探討國小文化不利地區的學習成就低落學童運用基模化影片多步驟解題系統結合互動式電子白板學習表現之教學成效。文化不利地區的學習成就低落學童具有相當多的學習貧乏性,例如:教育資源分配的不足、學習弱勢的教育問題、文化刺激不足及生活學習環境不佳等,這些學習貧乏性造成了學習效能的低落,因此教師需要善用資訊科技融入教學,來提升學生學習的效能。本研究主要對象為台中市中科國小六位接受「攜手計畫—課後扶助」弱勢學生。研究設計以單一受試研究法(single subject research design)結合互動式電子白板進行數學多步驟解題教學課程,分為基期、介入期、維持期及類化期4個階段。基期與類化期採紙筆測驗,介入期和維持期均在電腦上進行。
This study developed schematic video to help elementary students with cultural disadvantage solve multi-step real-life word problems. The single subject multiple-probe design across students was employed with 4 phases: base, intervention, maintenance and transfer. Paper and pencil tests were used in base and transfer phases, and computer tests were used in intervention and maintenance tests. The students were found to be interested in the schematic video software and the schemas help them to think and solve multi-step arithmetic word problems.