以電子書呈現情境式多媒體教材之學習成效-以國小三年級數學除法為例

A Study of Learning Effects on Instructional Design Using eBooks for Situated Multimedia Materials for the 3rd Grader's Mathematics Learning- the Division as an Example

陳佑任(Yu-Jen Chen)

指導教授 ： 蔡鴻旭

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2013年)

https://doi.org/10.6827/NFU.2013.00021

摘要

本研究提出以電子書軟體呈現自編影音教材之教學設計，以國小數學「認識除法」單元為例，進行教學實證研究，探討學生對該單元的學習成效。本研究製作情境式教材再轉製成電子書呈現版本，符合雙碼理論呈現模式，並結合精熟學習教學策略，發展出新的教學設計，運用於傳統教室教學。本研究以雲林縣某國小三年級73名學生為研究對象，採準實驗設計，將學生分成三組。實驗組A接受以電子書軟體呈現自編影音教材搭配手寫版進行教學；實驗組B以PPT軟體搭配手寫版進行教學；控制組C使用傳統教學掛圖及手寫於黑板進行教學。研究結果發現本研究提出之教學設計對研究對象在學習該單元之學習成就無顯著差異，另外，對於學習態度有顯著差異。同時，實驗結果顯示，在學習成就、性別及學習風格面向對於學習態度也呈現顯著差異。可知教學設計能增加學生學習數學信心、提升數學探究動機、降低學習數學焦慮、願意花較多時間學習數學。

關鍵字

情境學習 ； 電子書 ； 數學教學

並列摘要

The study proposes a new instructional design of using the e-book software to display video teaching materials in traditional classrooms. The teaching unit, "division" in the elementary school mathematics, is first taken to make the video teaching materials according to situation learning theory. Teachers then exploit several useful functions of the e-book software to display the teaching unit during instruction, for instances, handing writing on monitor, interchange between single and dual-display models, change current teaching screen which is near teacher’s position on the dual-display model, etc. Here the master learning theory also is applied in the learning process via employing pens and sheets for examinations. Finally, the instructional design is investigated to explore students' learning performance. In the experiment, there are 73 third grade students the elementary schools in Yulin County. They are randomly divided into three groups. The experimental group A accepted the instructional design over four weeks. The experiment group B received using PPT software combined with handwriting. Furthermore, the control group C received transitional wall-chart teaching combined with handwriting on the blackboard. The experimental results reflect that there is no significant difference on the learning achievement among these three groups and reveal that there is a significant difference on the learning attitude among these three groups. More specifically, the results show that there are significant differences on learning attitude with respect to gender and learning style. Finally, the study results show that the proposed instructional design can increase students’ learning the confidence, reduce the learning anxiety, increase the learning motivation while learning mathematics. Also, the proposed instructional design is helpful to students on learning mathematics.

並列關鍵字

Situational learning ； Electronic book ； Mathematics teaching

參考文獻

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