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應用網路教學影片之教學鷹架對數學學習成效之研究

The Effect of Scaffolding with Online Instructional Videos on Mathematics Learning

指導教授 : 侯雍聰
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摘要


本研究旨在於探討「應用網路教學影片之教學鷹架」對國小四年級學生在數學學習成就的影響,並瞭解不同程度學生在學習成就上的差異情形,進一步了解學生對接受應用網路教學影片之教學鷹架的看法及驗證網路教學影片之教學鷹架實驗教學符合教學鷹架的功能。研究對象為雲林縣某國小兩班四年級學生,將兩班分為實驗組與控制組,實驗組接受本研究之「應用網路教學影片之教學鷹架」數學教學;控制組學生接受「一般傳統教學法」的數學教學。研究方法採用準實驗研究不等組前後測設計,進行為期十週的實驗課程。 本研究以「數學成就測驗」為工具進行量化分析,將蒐集的後測成績資料進行T-test和單因子共變數統計分析,探討學生的學習成效之差異外,並依分組選取六名學生進行晤談。研究結果如下: 1. 接受「應用網路教學影片之教學鷹架」的學生整體數學學習成效表現較佳。 2. 接受「應用網路教學影片之教學鷹架」的高成就學生數學學習成效表現無顯著差異 3. 接受「應用網路教學影片之教學鷹架」的低成就學生數學學習成效表現較佳 4. 學生對實施應用網路教學影片之教學鷹架持正向態度並得到鷹架教學功能之驗證 依據研究結果,本研究並進一步提出對未來研究上的建議,期盼能做為日後研究者之參考。

並列摘要


The purpose of this study was to discuss the effect of Scaffolding with Online Instructional Videos on the 4th graders’ mathematics learning. Meanwhile, we’d like to find out the differences of learning achievement among different proficiency level students. Thus, we had a better understanding of students’ view on Scaffolding with Online Instructional Videos on the 4th graders’ mathematics teaching and then verified the function of Scaffolding. The subjects in this study (chosen from two classes of 4th graders in elementary school in Yunlin County) were divided into two groups: experimental group and controlled group. The experimental group received Scaffolding with Online Instructional Videos teaching, while the controlled group received regular math teaching method. The program lasted for ten weeks. This study adopted quantitative analysis by “The Mathematics Achievement Test” , and then the collected data was analyzed by independent samples T-test and One-way ANCOVA. By grouping selected six students to interview. The main findings were: 1. Students who received Scaffolding with Online Instructional Videos teaching had better performances on their mathematics learning. 2. Higher proficiency level students who received Scaffolding with Online Instructional Videos teaching didn’t have different performances on their mathematics learning. 3. Lower proficiency level students who received Scaffolding with Online Instructional Videos teaching had better performances on their mathematics learning. 4.Students took a positive attitude toward Scaffolding with Online Instructional Videos teaching and the function of Scaffolding was verified. According to the result, this study offered suggestions for future research, and we also expected this study could be a reference for future researchers.

參考文獻


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