運用互動式電子白板於國小四年級數學領域教學之研究

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Title:	運用互動式電子白板於國小四年級數學領域教學之研究
Other Titles:	A study of interactive whiteboard into forth grade of the elementary mathematic teaching
Authors:	陳秀雯;Chen, Hsiu-wen
Contributors:	淡江大學教育科技學系碩士在職專班徐新逸;Shyu, Hsin-yih
Keywords:	互動式電子白板;數學領域;學習成效;Interactive Whiteboard;Mathematic;Achievement
Date:	2009
Issue Date:	2010-01-11 00:28:51 (UTC+8)
Abstract:	本研究目的在探討運用互動式電子白板進行數學，對於教師的教學與學生的學習態度、學習成效產生的影響，以及可能遭遇到的問題。研究對象為台北市某國小四年級二個班級共54位學生。採用問卷調查的方式以 t-test 來檢視是否有統計上的顯著差異，以瞭解學生對於運用互動式電子白板進行數學教學後，其學習態度是否有正向改變；並以「不等的前測—後測控制組設計」的準實驗研究方法進行，將學生為實驗組與對照組，分別進行互動式電子白板教學與一般黑板教學，兩組學生皆接受前後測，然後由兩組學生的前後測成績分別進行比較，並從中得知實驗因素對實驗結果的影響情形。此外，並藉由訪談與開放性問卷，來獲取師生對於運用互動式電子白板的意見與看法。本研究之研究結果顯示： 1.運用互動式電子白板融入數學領域教學，對於學生在認知與行為層面的數學學習態度並無顯著的影響。 2.運用互動式電子白板融入數學領域教學，對於學生在情感層面的數學學習態度有顯著的影響。 3.運用互動式電子白板融入數學領域教學的實驗組學生，分數及面積單元的學習成效顯著優於一般黑板教學的學生。 4.運用互動式電子白板進行數學領域教學，獲得師生的肯定，電子白板的使用不但能提升教師教學的效率，還能吸引學生的注意力，進而引發學生對於數學的學習興趣，且能讓學生更清楚理解教學的內容。本研究依研究結果提出以下建議： 1.互動式電子白板只是教學的輔助工具，教師設計的教學活動應要強調學生的學習，並以適當的教學策略來促進學生的學習。 2.互動式電子白板的安裝、相關周邊設備的選用，均需要事前思考其便利性與長久性，才能促使教師利用，並發揮功能。 The purpose of the study is to discuss the impacts and problems of teachers’ teaching and students’ learning, using interactive whiteboard (IWB) in mathematic instruction for the 4th graders. The experiment sample including 54 pupils from two forth grade classes in an elementary school in Taipei city. Adopting questionnaire survey, t-test was conducted to test hypotheses whether there was significant difference between the control and experimental group on students’ attitude toward mathematic learning. A quasi-experimental design was conducted. The experiment adopted nonequivalent pretest-posttest control group design. One class as the experimental group received IWB- integrated instruction. The other as the control group received traditional instruction. Two groups were tested and turned around. Besides, the viewpoints of teachers and students toward IWB –integrated instruction were collected by interviews and questionnaires. The research results are as follows： 1. During integrating IWB into mathematic teaching, there was no significant difference on student’s learning attitude of cognitive and psychomotor domain between the two groups. 2. There was significant difference on student’s learning attitude of affective domain between the two groups. 3. The learning results of students in experimental group that received IWB-integrated instruction were better than students in control group that received traditional instruction, especially in the “fraction” and “area” units. 4. Teachers and students reflected positive assessment about integrating IWB into mathematic teaching . Using IWB not only can increase teachers’ teaching efficiency, but also can attract students’ attention. Aslo, IWB can excite students’ interesting in math and understand mathematic learning clearly. The suggestions from this research include： 1.Using IWB is just a kind of auxiliary teaching. Instruction designed by teachers should be emphasized on appropriate teaching methods instead of only technology. 2.While integrating the IWB and associated equipments into instruction, it is essential to consider its long-term effects of user-frinedliness and effectiveness in order to encourage teachers to make the most use of it.
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