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

Explore the Impact of Using Magic Board as Teaching Aids on Third Graders’ Learning of Area Concept

陳敏慧(Min-Hui Chen)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000362

摘要

本研究旨在以萬用揭示板（Magic Board）作為教學輔具設計國小三年級面積單元教材，並探討其教學成效。本研究採不等組前後測準實驗設計，研究者透過萬用揭示板，設計三年級面積概念的教學活動，對就讀桃園縣某國小三年級的兩班級學生進行教學，隨機選取一班為實驗組，另一班為控制組。實驗組學生以萬用揭示板為教學輔具，而控制組學生以傳統實體教具為輔具，進行教學活動。兩組學生在實驗教學前，先進行面積基礎概念成就測驗作為前測，在實驗教學後進行面積概念成就測驗作為後測，並於教學結束後第二週，以同一份試卷進行延後(延宕)測。在進行單因子共變數分析前，先就兩組學生前測成績進行迴歸係數同質性檢定，發現兩組學生具有同質性，進一步進行共變數分析。
根據實驗結果，主要發現:
一、 以萬用揭示板為教學輔具進行教學比傳統實體教具教學在面積保留概念、面積個別單位比較、乘法簡化點算面積各子概念更具立即性教學成效。
二、 以萬用揭示板為教學輔具進行教學比傳統實體教具教學在面積保留、面積量間接比較、面積個別單位比較、乘法簡化點算面各子概念更具維持性教學成效。
最後根據研究結果與發現，提出若干建議，做為「萬用揭示板」之使用者與面積單元之教學者，及從事萬用揭示板為輔具的研究者，未來研究與教學改進之參考。

關鍵字

虛擬教具 ； 萬用揭示板 ； 面積概念 ； 國小三年級

並列摘要

Abstract

This study designed a third-grade lesson on the concept of area units to explore the teaching effectiveness. It used Magic Board as a teaching aid and afterward adopted a nonequivalent pre-test/post-test design.
Researchers taught the lesson to two third-grade classes in Taoyuan County, Taiwan, with students randomly assigned to experimental and control groups. The experimental group was taught using the Magic Board; the control group was taught using traditional material and activities. Pre- and post-tests were respectively provided before and after study using basic area concept achievement tests. In addition, two weeks after the teaching period, a delayed post-test was administered. Before conducting one-way ANCOVA analysis, the pre-test scores of the two groups were first analyzed through a regression coefficient homogeneity test. The results showed that the two groups were homogeneous. Accordingly, further covariance analysis was conducted.
The major study findings included:
1. The use of the Magic Board as a teaching aid generated relatively immediate teaching results over traditional methods when teaching the concepts of area conservation, comparisons of area units, and subconcepts of simplification in multiplication.
2. The use of Magic Board generated better retention than traditional physical teaching aids in the concepts of area conservation, indirect comparison of area volume, comparison of area units, and subconcepts of simplification in multiplication.
From these findings, the study proposes several suggestions. The information in the study can be used as a reference for "Magic Board" users, instructors teaching area units, researchers studying the efficiency of Magic Boards, and those pursuing teaching improvement projects.

並列關鍵字

Magic Board ； area concept ； third grader’s mathematics ； virtual manipulatives

參考文獻

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