本研究以「數位學習」和「傳統教學」兩種不同教學方法,研究不同學習風格之學生,在學習「小數乘以整數」這個單元課程中,對小數乘法之學習成效以及學生的反應。實驗組以數位學習融入教學,對照組則施以傳統教學,探討不同的教學方法對學習成效和學習態度是否有所差異。不同學習風格的學生對於學習成效是否有不同差異。此外,分析學生對於數位教學網站的使用滿意度。採用準實驗研究法,對國小四年級學生全年級60人進行教學實驗,研究結果發現將數位學習融入數學領域教學,對國小四年級學生數學學習成效有明顯的進步。在學習態度方面,實驗組的學生在學習欲望、學習過程、學習信念表現較好,但學習風格對於學習成效則沒有顯著的差異。而在數位教學問卷滿意度調查和訪談資料,可知實驗組受訪學生對使用數位教學多持正面肯定的態度,認為確實能幫助他們學習數學且提升學習興趣。
This research studied the influence of different teaching methods, including E-learning as experimental group and traditional teaching as control group on students with different learning attitude and style. The learning lesson was “Decimals Multiplied by Integers”. The learning effectiveness and reactions of student were monitored. Besides, the satisfaction of students on the E-learning website was also studied. The Quasi-experimental method was applied to all the sixty fourth-grade students. The research result finds that E-learning helps these students make great progress on learning the mathematics. The students of experimental group show better learning attitude in motivation, process and faith. However, the results show that different learning styles make no influence on the learning effectiveness. According to the questionnaire survey of E-learning and interview record, most of the students in the experimental group express the positive attitude on E-learning and consider the E-learning able to raise the interest on mathematics learning.