本篇論文主要探討互動式電子白板融入國小五年級數學學習領域之教學成效,以台中市某國小五年級二個班級為研究對象,有效樣本為50人。採用準實驗研究法進行比較,進行為期二週,每週四節課,每節40分鐘,共計320分鐘的教學實驗。實驗組採用「互動式電子白板教學法」,控制組為「傳統講述式教學法」,挑選教科書的教材單元為:南一版數學第九冊平行四邊形和三角形面積。在實驗組部分,選用南一版數學第九冊電子書及運用自由軟體Scratch所編寫的互動遊戲。兩組學生均接受「數學領域學生學習動機量表」和「數學領域學習成就測驗」,評估實驗前與實驗後兩組學生的前測、後測與延宕後測的得分進行檢定分析。實驗結果顯示:(一)運用「互動式電子白板教學法」的學生,學習動機優於採用「傳統講述式教學法」的學生。(二)運用「互動式電子白板教學法」的學生,學習成效優於採用「傳統講述式教學法」的學生。(三)運用「互動式電子白板教學法」的學生,學習保留優於採用「傳統講述式教學法」的學生。
The purpose of this thesis is to investigate the learning outcomes on instruction integrated by the interactive white board in teaching mathematics on the fifth graders of an elementary school. There are totally 50 students on the fifth graders of two intact classes from one elementary school in Taichung City participated in Fall 2014. The study utilized the quasi-experimental research designs to compare the performance. One class is the experimental group, whose instruction was integrated by the interactive white board in teaching mathematics. The other is a control group, the instructor teaches mathematics with traditional didactic instruction. The learning outcomes on instruction conducted for two weeks within 320 minutes a week. The learning material includes two units, parallelogram area and triangle area, from the volume 9th of the Nan-I textbooks. A learning motivation scale and a learning outcomes test in math studies were used to measure the pre-test and post-test scores of the two groups. After analyzing the quantitative data, the researcher summed up the following three conclusions. (i) The learning motivation assisted by the interactive white board in teaching mathematics significantly outperformed those used by traditional didactic instruction. (ii) The learning outcomes on instruction integrated by the interactive white board in teaching mathematics significantly outperformed those used by traditional didactic instruction. (iii) The learning retention utilized by the interactive white board in teaching mathematics significantly outperformed those used by traditional didactic instruction.
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