酷學習平臺中運用後設認知策略提升國小六年級學生數學解題能力之行動研究

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/113986

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Title:	酷學習平臺中運用後設認知策略提升國小六年級學生數學解題能力之行動研究
Other Titles:	An action research on the metacognitive learning strategies of Cooc Class Platform to enhance mathematical problem solving abilities for grade six students
Authors:	周思綾;Chou, Szu-Lin
Contributors:	淡江大學教育科技學系碩士在職專班張瓊穗;Chang, Chiung-Sui
Keywords:	酷學習;後設認知策略;數學解題;行動研究;Cooc Class Platform;Metacognitive Learning Strategies;Mathematical Problem Solving;Action Research
Date:	2017
Issue Date:	2018-08-03 14:37:56 (UTC+8)
Abstract:	本研究以酷學習平臺中運用後設認知策略的教學方式，針對國小六年級學生進行三循環之行動研究，探討該教學模式是否能提升數學解題能力。透過解題測驗卷前後測成績、學習歷程、晤談紀錄、回饋問卷、教師教學日誌、協同教師觀察紀錄等資料，獲得以下結論：一、酷學習平臺中運用後設認知策略教學能提升學生的解題能力。二、酷學習平臺中運用後設認知策略教學能促進學生的後設認知能力。三、善用科技能使教學者事半功倍，達成有效率的教學。四、透過行動研究不斷的修正計畫，發展適用的教學模式。根據上述結論，本研究進一步提出建議，希望能作為教學者與後續研究者之參考。 This is an action research, and its purpose is to explore whether the metacognitive learning strategies of Cooc Class Platform can enhance the sixth-grade students’ mathematical problem solving abilities. The teaching model (metacognitive learning strategies of Cooc Class Platform) was adopted in three different lesson plans, which were implemented respectively in three units of the six-grade mathematic textbook. The second and third lesson plans were modified according to the data from the previous teaching, such as results from the pre-test and the post-test, students interview record, questionnaires, researcher’s teaching reflection and feedback from peer teachers. Through collecting and analyzing relevant data, the conclusions are presented below: 1.Metacognitive learning strategies of Cooc Class Platform can enhance the sixth-grade students’ mathematical problem solving abilities. 2.Metacognitive learning strategies of Cooc Class Platform can improve students’ metacognitive learning abilities. 3.Using technology wisely enables teachers to be more effective and efficient in teaching. 4.A proper teaching model can be developed through an action research, which is based on constantly modifying previous teaching. Based on the results and finding of this study, several suggestions are provided for the consideration of the mathematic teachers and researchers who plan to conduct follow up studies.
Appears in Collections:	[Graduate Institute & Department of Educational Technology ] Thesis

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