運用未來教室對國小二年級數學乘法教學之研究

A Study on Utilizing Classroom of the Future in Teaching Mathematics: Second Grader Multiplication

李麗芬(Li-Fen Li)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2012年)

摘要

高科技未來教室包含了多點觸控式螢幕、實物投影機、學生群組觸控式電腦
、數位筆等等。研究者透過高科技的學習環境來協助學生學習，以達到最好的學
習品質。因此，本研究旨在探討未來教室運用於國小二年級數學領域乘法單元教
學對學生的學習是否有所助益。

　　本研究的研究目的有二：(1)探討教師運用未來教室於數學乘法單元之教學後
，對學生數學學習成就的影響。(2)探討教師運用未來教室於數學乘法單元之教學
後，對學生數學學習態度的影響。

　　本研究透過準實驗研究法，以臺北市某國小二年級兩班學生共57名為研究對
象，其中一個班為運用未來教室輔助數學乘法教學的實驗組，另一個班為接受傳
統教學的控制組，兩組分別接受實驗前測，並於完成教學實驗後，再進行後測，
共進行為期六週的教學實驗，以瞭解兩組學生在數學學習成就與數學學習態度上
是否有差異。

　　本研究獲致以下結論：
一、實驗組與控制組之數學學習成就後測成績均顯著高於前測成績， 但經過共變
　　數分析排除前測成績的影響下，實驗組與控制組在數 學學習成就測驗之後測
　　成績並無顯著的差異。

二、實驗組之數學學習態度後測成績顯著高於前測成績，但控制組之 數學學習態
　　度量表後測成績則未顯著高於前測成績；而經過共變 數分析排除前測成績的
　　影響下，兩組在數學學習態度之後測成績並無顯著的差異。

關鍵字

未來教室 ； 數學乘法 ； 學習成就 ； 學習態度

並列摘要

A typical high-tech future classroom contains multi-touch screens, overhead
projectors, student group touch computers, and digital pens. Teachers in the
high-tech fucture classrooms are expected to support students’ learning through
the high-tech environment to achieve the best quality of learning. Therefore,
this study was to explore whether the future classroom may be helpful in
teaching multiplication to second graders in elementary school.

　　The purposes of this study were to:
1.Investigate whether students’achievement improved after teaching
　mathematics in the Classroom of the Future.
2.To understand elementary school students’ attitudes after learning
　multiplication in the Classroom of the Future.

　　This was a quasi-experimental study of 57 second grade students, two
intact-classes, from one of the Elementary schools in Taipei City. One class was
assigned as the experimental group and were taught in the “Classroom of the
future,”and the other was the controlled group receiving mathematics instruction
with blackboard. The treatment was a total of six weeks.

　　The results were as follows:
1.The mathematics post-test scores of both the controlled and the
experimental group were significantly higher than the pre-test scores. However,
the ANCOVA results show that there was no significant difference in the
post-test scores be-tween the controlled and the experimental group.
2.The mathematics learning attitudes post-test scores for the experimental
group were higher than the pre-test scores. The mathematics learning attitudes
post-test scores for the controlled group were not higher than the pre-test
scores. The ANCOVA results indicated that there was no significant difference
in post-test scores between the controlled and the experimental group.

並列關鍵字

classroom of the future ； mathematics multiplication ； mathematics learning achievement ； mathematical learning attitude

參考文獻

顏菀廷（2008）。應用互動式電子白板融入國小數學教學成效之探究。國立臺北

吳巧儀（2010）。運用互動式電子白板融入國小數學領域教學之成效研究-以五

張宜煌（2011）。參與式教學結合互動式電子白板之研究-以國小三年級數學學習

謝麗媛（2011）。國小數學教師使用萬用揭示板發展TPACK之行動研究。中原大

陳敏慧（2010）。以萬用揭示板為教學輔具探討國小三年級面積概念教學成效。