多媒體示例教學對於國中生三角幾何單元的學習成效之研究

A Study of the Effects of Worked Examples on Triangle Geometry for Junior High Students

方日升(Ryh-Sheng Fang)

指導教授 ： 沈俊毅

淡江大學/教育學院/教育科技學系碩士在職專班/碩士(2009年)

https://doi.org/10.6846/TKU.2009.00931

摘要

本研究的主要目的，是針對國中二年級下學期三角幾何課程單元，以「改良式示例版」（簡稱改良組）和「傳統式北北基版」（簡稱傳統組）兩種不同教學方式，在實施五節課，每節課45分鐘之後，在學生學習成就及態度方面比較其優劣性。
由研究者所任教的台北縣某國中二年級6個班級共201人，本研究經由立意抽樣其中3班為改良組（100人），另外3班為傳統組（101人），實驗設計採前測－後測設計的準實驗研究法。並以國二上學期數學科期末總成績，分別將改良組與傳統組各分成高分群（總成績前30名）、低分群（總成績後30名）兩群。為探究改良組與傳統組學生經由兩種不同學習法在三角幾何單元學習成效上的改變，以2×2多因子共變數分析各組學生在前後測之間的差異。研究結果各項資料經統計處理分析與歸納之後，獲得下列結論：
一、針對數學幾何單元，學生數學幾何學習成就：
1-1改良組與傳統組全體學生之學習成就，兩組之間無顯著差異。
1-2改良組與傳統組之低分群學生之學習成就，改良組優於傳統組。
1-3改良組與傳統組之高分群學生之學習成就，改良組優於傳統組。
二、針對數學幾何單元，學生數學幾何學習態度：
2-1改良組與傳統組全體學生之學習態度，改良組優於傳統組。
2-2改良組與傳統組之低分群學生之學習態度，兩組之間無顯著差異。
2-3改良組與傳統組之高分群學生之學習態度，兩組之間無顯著差異。

關鍵字

示例教學法 ； Worked Examples ； 學習成效 ； 學習態度 ； 學習成就

並列摘要

The main purpose of this study, is his second grades of the second half of the triangular geometric module in order to worked examples of improved version (referred to as the modified group) and traditional-style version-based Taipei-Taipei-Keelung (referred to as the traditional group) of two different teaching methods , in the implementation of five lessons, each lesson 45 minutes after the students achievements and attitudes of their advantages and disadvantages compared.
By researchers in Taipei County to teach in his second grades of a total of six classes of 201 students, the experimental design adopted pre-test & post-test quasi-experimental design study. And Mathematics at the end of the first semester results, respectively, will improve the group and traditional group is divided into well-differentiated, and ill-differentiated groups. To explore the improved group and the traditional group of students learning through two different units in the triangular geometry to study the effectiveness of changes to 2 × 2 ANCOVA students in each group the difference. The results of the data processing by statistical analysis, to obtain the following major findings:

1.Geometric modules for math, geometry math learning achievement of students:
1-1Improved group and traditional group learning achievement of all students, no significant differences between the two groups.
1-2Improved group and the traditional group of students of low academic achievement group, improvement was superior to the traditional group.
1-3Improved group and the traditional group of students of high academic achievement group, improvement was superior to the traditional group.
2.Geometric modules for math, students attitude towards learning mathematics geometry:
2-1Improved group and the traditional group of students learning attitude, improvement was superior to the traditional group.
2-2Improved group and the traditional group of the low group of students learning attitude, there was no significant difference between the two groups.
2-3Improved group and the traditional group of well-differentiated group of students learning attitude, there was no significant difference between the two groups.

並列關鍵字

Worked Examples ； Learning Effectiveness ； Learning Attitude ； Learning Achievements

參考文獻

教育部(2003)。國民中小學九年一貫課程綱要數學學習領域。台北市：教育部。

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