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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/104987

    Title: 遊戲式學習融入學習共同體方案對國小數學學習之個案研究
    Other Titles: A case study of game-based learning integrated into learning community for elementary mathematics learning
    Authors: 鄭曉芳;Cheng, Hsiao-Fang
    Contributors: 淡江大學教育科技學系碩士在職專班
    沈俊毅;Shen, Chun-Yi
    Keywords: 學習共同體;數學學習;遊戲式學習;learning community;Mathematics Learning;Game-based Learning
    Date: 2015
    Issue Date: 2016-01-22 14:45:04 (UTC+8)
    Abstract: 本研究旨在透過遊戲式學習融入學習共同體方案,探討其對國小二年級學生的數學學習歷程、數學學習成效與數學學習興趣之影響。本研究採個案研究法,研究對象為新北市學習共同體先導學校二年級一班28位學生,採遊戲式學習融入學習共同體的教學方案,以翰林版數學「認識錢幣及應用」、「二位數的直式加法」與「二位數的直式減法」為教學單元,進行六週十二節課之研究。研究方法採質性研究,並以觀察、訪談、文件收集等方式進行研究資料的蒐集,並在教學前後實施數學學習成效測驗和數學學習興趣量表。本研究主要結論如下:
    This study integrated game-based learning with learning community to understand its influence on math learning process and math learning outcomes and interests of elementary school second grade students. This study adopted case-study approach. The research subjects were 28 elementary school second grade students from a learning community pilot schools in New Taipei City. This study adopted game-based learning integrated with learning community program. It used Hanlin mathematics " understanding and application of coins " , Straight double-digit addition "and " Straight double-digit subtraction " as teaching material for six weeks which contains totally twelve classes. The method of the research is qualitative research. It collected research data by observing, interviewing and analyzing documents. It also implemented achievment tests and interest in learning scales before and after teaching. The conclusions are the following:
    1. Game-based learning integrated with learning community program can significantly improve second grade math learning outcomes.
    2. Game-based learning integrated with learning community program can significantly improve second grade in affection feelings, cognition, action performance, and expectations of interest in learning mathematics.
    3. By rewarding students, teachers can keep order in class and make students focus on their classmates’ speech.
    4. Parental involvement helps students learn math.
    5. Provide students who have problem learning math basic courses.
    The students learned problem-solving approach by peers’ help each other and learned mathematical concepts by actual operation. This program not only raised interests in learning math but also improved math learning outcomes. And based on the above results, the researcher has proposed suggestions in teaching practice and future research.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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