本研究旨在探討動態幾何軟體融入教學的不同模式,對國中學生學習平行四邊形的影響。主要目的有四項:(一)發展一套以GSP 為工具融入國中數學「平行四邊形」單元之數位教材,可供教師教學及引導學生探索幾何性質;(二)探討 GSP 融入數學教學對學生數學學習成就的影響;(三)瞭解接受不同教學模式與不同數學潛能的學生,在數學學習成就上是否有交互作用;(四)瞭解接受不同教學模式與不同性別的學生,在數學學習成就上是否有交互作用。 本研究採不等組前後測準實驗研究設計,研究對象桃園地區某國中八年級學生,研究者將任教的2個班級隨機分派為實驗組一(接受 GSP 動態教師展示組教學模式)、實驗組二(接受GSP動態學生操作教學模式),另隨機選取一班非研究者任教的班級為控制組(接受傳統講述教學模式,未使用任何資訊輔具)。實驗教學前,對所有研究對象施以「胚騰推理能力測驗」作為共變數,並於教學後施以「平行四邊形單元成就測驗」作為檢驗學習成效工具。所得資料以獨立樣本單因子共變數分析、二因子單變量共變數分析統計方法加以處理。 本研究的主要發現如下: (一)接受 GSP 融入數學教學的學生,在「平行四邊形單元成就測驗」上的得分顯著高於未接受 GSP 融入數學教學的學生,顯示 GSP 融入數學教學的確能有助於學生學習平行四邊形。 (二)接受不同教學模式與不同數學潛能的學生,在數學學習成就上沒有顯著的交互作 用。主要效果分析發現,接受GSP 動態教師展示教學模式的學生在「平行四邊形單元成就測驗」的得分顯著優於控制組學生,而「 GSP 動態教師展示組」與「GSP 動態學生操作組」則沒有顯著差異。研究結果顯示,在「平行四邊形」單元的學習上,「 GSP 動態教師展示」教學模式比「GSP 動態學生操作」教學模式更適合國中階段的學生。 (三)接受不同教學模式與不同性別的學生,在數學學習成就上沒有顯著的交互作用。主要效果分析發現,男生與女生在「平行四邊形」單元成就測驗得分上沒有顯著差異,顯示不同的教學模式對於男女生在學習平行四邊形都一樣好。 最後,研究者根據研究結果,提出具體建議,以做為未來相關研究、教案設計與數學教學的參考。
This study aims to explore effect of different teaching models of GSP on junior high school students’ learning of parallelograms. Four research purposes are listed as follows: (1) To develop a digital GSP teaching material focused on parallelograms in order to facilitate teachers’ teaching and students’ learning of geometry; (2)To explore the influence of GSP teaching model on students’ mathematical achievement; (3)To find out if there is an interaction effect between teaching models and mathematical abilities of students on mathematical achievement; (4) To find out if there is an interaction effect between teaching models and gender on mathematical achievement. This study adopted nonequivalent groups pretest - posttest quasi – experimental design. Three eight-grade classes from the same junior high school in Taoyuan county were selected as participantts. The researcher randomly assigned students to experimental group1 (executing GSP dynamic teacher demonstration teaching model), experimental group2(executing GSP dynamic student operation teaching model), and control group(executing traditional lecture teaching model)respectively. All students accepted pattern reasoning examination as a covariance variable before the experiment. The parallelograms achievement examination is executed after teaching. ANCOVA and MANCOVA were adopted to test the hypotheses. The results of this study are listed as follows: (1)The students receiving the GSP teaching model performed significantly higher in parallelograms achievement examination than those in control groups. It indicates that the GSP teaching model helps students’ learning of parallelograms. (2)There is no significant interaction betweenteaching models and mathematical abilities of students on mathematical achievement examination. The main effect analysis shows that the students in experimental groups 1 performed get significantly higher in parallelograms achievement examination than those in control groups. Additionally, students’ scores in parallelograms achievement examination do not differ significantly between experimental group 1 and experimental group 2. It implies that GSP dynamic teacher demonstration teaching model is more suitable for junior high school students. (3)There is no interaction effect betweenteaching models and gender on parallelograms achievement examination. Based on the main effect analysis, male and female students’ scores on parallelograms achievement examination are not significantly different. It means male and female students perform as well in different teaching models.