淡江大學機構典藏:Item 987654321/101557
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    题名: 結合電子白板與後設認知策略以促進低成就國中學生數學學習之研究
    其它题名: A study of integrating whiteboard and metacognition strategies to improve under-achieved junior high school students' mathematics learning
    作者: 李宗昇;Lee, Tzong-Sheng
    贡献者: 淡江大學教育科技學系數位學習在職專班
    黃雅萍
    关键词: 電子白板;後設認知;後設認知策略;數學學習;Integrating Whiteboard;Metacognition;Metacognitive Strategies;Mathematics Learning
    日期: 2014
    上传时间: 2015-05-01 13:42:45 (UTC+8)
    摘要: 本研究主要以結合電子白板與後設認知策略為主的教學設計方式，以行動研究的方式探討結合電子白板的後設認知教學策略，能否對於學生在二元一次方程式代數的學習與解題上產生正面的影響，並藉由學生學習的回饋與教師教學的自我省思，來提昇教師在數學教學上的專業知能。研究者本身即為教學設計、實踐與改進者，以學生解題歷程晤談大綱、學習歷程訪談大綱、後設認知學習單、成就測驗卷以及教師研究日誌作為本研究的主要工具，用來檢核學生在後設認知能力的學習情形；在蒐集與分析相關資料後，得出以下結論：
    一、在實施結合電子白板與後設認知策略之二元一次代數課程後，許多在班上學習成就為中高程度者，在小考進步表現上略高於成就較低者。
    二、在實施結合電子白板與後設認知策略之二元一次代數課程後，學生在前後次月考平均表現上較無太大進步。
    三、在實施結合電子白板與後設認知策略之二元一次代數課程後，不同成就的學生在自我教導能力上有所不同程度的提昇。
    四、在實施結合電子白板與後設認知策略之二元一次代數課程後，不同成就的學生在自我提問能力上有所不同程度的提昇。
    五、在實施結合電子白板與後設認知策略之二元一次代數課程後，不同成就的學生在自我監控能力上有所不同程度的提昇。
    六、在實施結合電子白板與後設認知策略之二元一次代數課程的歷程中，教師對師生之間的互動、學生學習經驗與態度的提昇、教學策略的調整以及教學專業成長等方面提出個人省思。
    This research adopted the approach of combining integrating whiteboard and metacognitive strategies, mainly discuss whether the action research of metacognitive teaching strategies by using the integrating whiteboard has the positive impact on learning and problem solving of Linear Equations Algebra. Furthermore, feedback from both students and teachers of self-reflection may enhance teachers'' professional knowledge in mathematics teaching.
    Researcher itself namely for the instruction design、the practice and the improver, for the outlines of problem solving processes interview, learning process interview, the worksheet of metacognitive, achievement assessment and faculty research logs are the main tools for this research to examine students'' learning situations of the metacognitive abilities.
    Through collecting and analyzing relevant information, the conclusions are as following:
    1. The implementation of combining the integrating whiteboard and the algebra course of the metacognitive strategies enabled the intermediate achievers to get higher grades than the low-achievers.
    2. The implementation of combining the integrating whiteboard and the algebra course of the metacognitive strategies showed no significant improvement on the pre- and post-monthly exam.
    3. The implementation of combining the integrating whiteboard and the algebra course of the metacognitive strategies enhanced the different achievement students'' self-teaching capabilities in different degrees.
    4. The implementation of combining the integrating whiteboard and the algebra course of the metacognitive strategies enhanced the different achievement students'' self-questioning capabilities in different degrees.
    5. The implementation of combining the integrating whiteboard and the algebra course of the metacognitive strategies enhanced the different achievement students'' self-monitoring capabilities in different degrees.
    6. In the process of the implementation of combining the integrating whiteboard and metacognitive strategies, the researcher did reflection on the interaction of both teachers and students、the enhancement of the learning experience and attitude、the adjustment of the teaching strategies and the teacher''s professional growth.
    显示于类别:[教育科技學系暨研究所] 學位論文

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