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  • 學位論文

具適性補救教學之U-learning模式研究-以國小五年級線對稱單元為例

A Study on U-learning with Adaptive Remedial Instruction Models - Using Line Symmetry Unit in the Fifth Grade of Elementary School as an Example

指導教授 : 郭伯臣
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摘要


隨著資訊、通訊及行動學習載具技術發展的不斷進步,無所不在的學習成為極為重要的學習方式。在教學實驗研究中,研究的領域多侷限在語文、自然或社會類科中,數學領域的研究較少見。數學能力必須與生活結合,能夠用來解決生活中的問題。小學生的認知發展階段仍舊停留在具體運思期。必需藉由具體真實的事務或過程才能有效學習。特別是數學中的幾何線對稱單元,不論是校園或生活週遭,無時無刻都有線對稱的題材在呈現。若以線對稱單元結合U-learning在實境學習的優勢進行研究,對學習成效的提升應有重要的意義。本研究目的在探討如何於學校實境中,整合無線網路、平版電腦等設備,建置具適性補救教學之無所不在的學習數學步道系統,應用於小五數學線對稱單元。學習者透過教學 專家所設計的數學步道行動學習活動,互動學習,主動建構發掘知識,在線上測驗及評量後,系統依據學習的缺失提供適性補救教材,再進行學習成效評估。 研究發現:本系統學習學生的學習成就及U-learning 實境補救教學的學習成就顯著優於傳統學習學生。不同思考風格的學生,U-learning 學習成就,實驗組顯著優於對照組。學生U-learning 實境補救教學的學習成就,實驗組僅思考風格微觀型學生的學習成就顯著優於對照組。其它思考風格類型,實驗組學生平均都優於對照組學生。

並列摘要


Abstract With the progress of technique development on information,communication and all kinds of mobile devices, ubiquitous learning (U-learning) will become a very significant way of learning. In the research of teaching experiment is studied, the field studied confine to more language and literature , nature or society department, the research of the mathematics field is relatively rare . Mathematics ability must be combined with life, can be used for solving the p roblem that in life. The pupil's cognition still stays on Concrete-operation stage. Could be studied effectively with concrete and true affairs or course. Especially the line symmetrical unit of geometry in mathematics, no matter the campus or the life surrounding area, the line symmetrical learning materialis appearing all the time. If combine the advantage that U-learning studies in the reality learning on research with the line symmetrical unit , there should be important meanings to the improvement which studies the effect.The purpose of this research aims at combining the facilities of wireless network and the Tablet PC in school situation, in order to construct the adaptive U-learning mathematics path system which contains adaptive remedial learning function. The content is focused on the line symmetry unit in the fifth grade of elementary school. By using this system, learners can do interactive learning, construct and develop knowledge actively by designed U- learning activities. After learners are examined online, the system will supply them adaptive remedial teaching materials according to their faults. The results find: the teaching effect and the remedial teaching effect of adaptive U-learning mathematics path system are significantly better than traditional learning .Ponder over students of the style differently, the achievement of U-learning studies, the experiment group is significantly better than contrast group . The study achievement of reality remedial instruction U-learning , the experiment group only the students of the local thinking style is significantly better than contrast group. Other thinking styles, the experiment group is higher than contrast group on the average.

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被引用紀錄


鐘月霞(2015)。摺紙數學多媒體教學對國三學生幾何學習成就與數學學習態度之影響〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614020755

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