均一教育平台融入小組遊戲競賽進行國中數學補救教學之研究---以等差數列為例

A study of a junior high school remadial math program integrating Junyi Academy into group competition and games—A case study on arithmetic progression

張志豪(Chin-Hao Chang)

指導教授 ： 黃儒傑

淡江大學/教育學院/課程與教學研究所碩士在職專班/碩士(2017年)

https://doi.org/10.6846/TKU.2017.00925

摘要

本研究之目的為探討以均一教育平台教學影片融入小組遊戲競賽進行補救教學，於學習成就與學習態度之影響。
本研究之研究對象為新北市某國中八年級數學段考總平均在班上後百分之二十五的學生，經家長同意後留下12名學生，分成實驗組4人與對照組8人。實驗組觀看均一教育平台的教學影片後，進行相關概念的小組遊戲競賽；對照組由研究者實施講述教學。實驗組與對照組於教學實驗前接受成就測驗與學習態度前測，並於教學實驗後接受成就測驗與學習態度後測。
研究者分別將兩組的前後測資料進行相依樣本t考驗，並根據課堂觀察與訪談得到以下結論：
1.實驗組在接受教學實驗後於數學學習態度達到顯著差異。
2.實驗組在接受教學實驗後於數學成就測驗方面未達顯著差異。
3.均一教育平台的徽章制度能激發低成就學生的成就感。
4.透過遊戲方式能讓低成就學生熟悉數學公式。

關鍵字

均一教育平台 ； 數位學習 ； 小組遊戲競賽 ； 補救教學

並列摘要

The present study aims to explore how the remedial teaching that integrates video watching provided by Junyi Academy into group competition and games affects learners’ performance and their learning attitudes.
The target participants were the eighth graders in a junior high school in New Taipei City whose average performances in mathematics were at the bottom 25% in their classes. After the collection of parents’ agreements, 12 remained in the study. Four of the participants were assigned in the experimental group and eight in the con-trol. The participants in the experimental group were required to watch a video from Junyi Academy and then participated in a group competition assessing related concepts whereas the control group listened to the researcher’s lecture only. Both the experi-mental and the control took learning attitude tests before and after the instructional ex-periments.
The data collected from the pre- and post-tests of the two groups were ana-lyzed with paired-sample t test. With the results plus classroom observation and inter-view, the following conclusions were drawn:
1.The difference in learners’ attitudes toward math learning is significant after the learners they receive the instructional experiment.
2.The difference revealed from the learners’ math achievement tests does not reach a significant level after the learners receive the instructional experiment.
3.The badge system of Junyi Academy inspires low achievers.
4.Low achievers come to be more familiar with math formula through games.

並列關鍵字

Junyi Academy ； digital learning ； group competition ； remedial teaching

參考文獻

王子學、王國華、王瑋龍、黃世傑(2004)。不同形成性評量模式對國中生網路學學習之效益評估。科學教育月刊，12(4)，469-490。

史美瑤(2012)。21世紀的教學：以「學生學習為中心」的教師發展。評鑑雙月刊，36，42-44

吳怡儒、蔡文榮、李林滄(2012)。彰化縣偏遠地區國中學生數學學習態度及其影響因素之研究。教育科學期刊，11(1)，25-57。

林星秀(2001)。高雄市國二函數課程GSP輔助教學成效之研究。國立高雄師範大學。

張靜嚳(1999)。國中低學習成就班的雙環數學教學。科學教育學刊，7(3)，199-216