資訊科技融入國小數學科學習成效之研究-以國小三年級時間單元為例

A Study of Learning Effectiveness by Integrating Information Technology into Mathematics Instruction in Elementary School-A Case for the Instruction of Time in the Third Grade

蘇紋玉(Wen-Yu Su)

指導教授 ： 吳昌憲

國立虎尾科技大學/管理學院/資訊管理系碩士班/碩士(2016年)

摘要

本研究主要探討「資訊科技融入教學」和「傳統教學」兩種教學方式對國小三年級學童在數學科「時間」單元的學習成效研究，以及學習者對資訊科技融入教學的學習意見調查。
本研究採準實驗研究法，研究對象為雲林縣某國小三年級兩個班級61位學生。一班為控制組，另一班為實驗組，分別施以前後測並以問卷方式調查學習的意見。為了更深入了解資訊科技融入教學對於學習的成效與幫助，因此針對實驗組三位學童進行半結構式訪談以及兩組的學習後測試題分析。
研究結果顯示：
1.接受不同的教學法的學生，其學習成效有顯著性的差異。
2.高能力水準的學生接受不同的教學法，其學習成效沒有顯著性的差異。
3.中能力水準的學生接受不同的教學法，其學習成效沒有顯著性的差異。
4.低能力水準的學生接受不同的教學法，其學習成效有顯著性的差異。
5.男生組接受不同的教學法，其學習成效沒有顯著性的差異。
6.女生組接受不同的教學法，其學習成效沒有顯著性的差異。
7.實驗組內男女生其學習成效沒有顯著性的差異。
8.透過分析與比較兩組學童作答之情形，發現萬用揭示板能增進學童時間為六十進位的概念。
9.實驗組學習者對於使用資訊科技融入教學大部分持正面的看法，皆希望使用在其他單元。
10.在半結構式訪談中，實驗組的學童認為萬用揭示板能引起自己學習的興趣，上課也能更專注。

關鍵詞：資訊科技融入教學、時間概念、萬用揭示板

關鍵字

資訊科技融入教學 ； 時間概念 ； 萬用揭示板

並列摘要

The main purpose of this study is to explore the effectiveness of the “Information Technology Integrated into Instruction” and the “Traditional Instruction” on the academic achievement in mathematics for elementary school students. This study adopts quasi-experiment research design. The sample involved in the research is sixty-one students of the third grade in Yunlin County. One class (thirty-one students) plays as the experimental group arranged to get the Information Technology Integrated into Instruction. The other class (thirty students) is designated as the control group. Both of the groups took pre-test and post-test on the achievement test in mathematics. And the experimental group filled out the survey on the Information Technology Integrated into Instruction in mathematics. In order to get more information about the teaching efficiency, the score of the post-test was analyzed and the researcher conducted an interview with three students from the experimental group.
The results of this study are as follows:
1.There is a significant difference on the post-test score of the academic achievement in mathematics between different teaching methods.
2.There is no significant difference on the post-test score of the academic achievement in mathematics for the students of the high ability level who are taught by different teaching methods.
3.There is no significant difference on the post-test score of the academic achievement in mathematics for the students of the medium ability level who are taught by different teaching methods.
4.There is a significant difference on the post-test score of the academic achievement in mathematics for the students of the low ability level who are taught by different teaching methods.
5.There is no significant difference on the post-test score of the academic achievement in mathematics for the students of same gender who are taught by different teaching methods.
6.There is no significant difference on the post-test score of the academic achievement in mathematics for the students of different genders in the experimental group.
7.Information technology integrated into instruction is helpful in teaching sexagesimal scale.
8.The students in the experimental group generally hold positive opinion toward the information technology integrated into instruction for teaching in mathematics.

Keywords：information technology integrated into instruction, time concept, magic board

並列關鍵字

information technology integrated into instruction ； time concept ； magic board

參考文獻

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