淡江大學機構典藏:Item 987654321/31315
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    题名: 資訊融入國小面積迷思概念教學 : 以國小四年級為例
    其它题名: Research on instructional methods for integrating technology into elementary area studies : a case of elementary fourth grade
    資訊融入國小面積教學之策略設計與實作 : 以國小四年級為例
    作者: 易諳峙;Yi, An-chih
    贡献者: 淡江大學教育科技學系碩士班
    黃雅萍;Huang, Ya-ping
    关键词: 資訊融入教學;面積;迷思概念;Technology integrated instruction;Area;Misconception
    日期: 2005
    上传时间: 2010-01-11 00:31:34 (UTC+8)
    摘要: 本研究針對國小四年級數學之面積單元，進行迷思概念之研究，並探討資訊融入教學策略對面積概念學習之影響。研究方法採用準實驗設計法之「前測─後測控制組設計」，分實驗組(資訊融入教學)、對照組(面積策略應用教學)施予前測、後測及延測，並分析學童面積迷思概念的情形，探討實驗組、對照組在學習成效及學習態度之變化情形。主要研究結果為：
    壹、面積迷思概念：(一)「面積與周長概念」、「面積公式的理解」相較於其他面積分概念上，表現顯著不佳；(二)不同性別之四年級學童在整體面積迷思概念上，沒有顯著差異；(三) 不同性別之中低分群國小四年級學童，其在部份面積分概念上存在顯著性差異；(四)不同的面積迷思概念，存在不同的解題策略。
    貳、教學策略與模式：（一）本研究之教學設計為ADDIE模式的運用；（二）教學策略為多元策略的融入應用方式。
    參、學習成效：(一)實驗組和對照組的學童之面積概念，在教學實施後均獲得顯著提升；(二)實驗組與對照組面積概念後測之差異性，未達顯著水準；(三)高、中、低分群組之學童於教學實施後，實驗組與對照組在面積概念的提升程度未達顯著差異；(四)不同性別學童於教學實施後，實驗組與對照組之面積概念提升程度未達顯著差異；(五)實驗組教學的實施使學童學習態度有所改善，特別在學習滿意度上，有顯著的成效；(六)教學實施之前與教學實施之後，對照組學童的學習態度沒有產生顯著差異；(七) 教學實施之後，實驗組與對照組之學習態度轉變程度，未達顯著差異性水準。

    最後，根據研究結果，研究者提出對教學設計、面積迷思概念教學以及未來研究之建議，以供參考。
    This is a study about the misconception of area in Mathematics domain and the transformation of learning effects and learner motivation under different instructional technologies. Research design used in this study is the Quasi-experiment design of pretest-posttest control group. Technology integrated instruction is delivered to the experimental group and conventional classroom instruction is delivered to the control group. The main findings are listed as follows.
    1、Misconceptions of area: (1) “The concepts of area and perimeter” and “Understanding of the area formula” are weaker than other concepts. (2)There are no significant differences in the misconceptions of area between 4th graders with different gender.(3)The 4th graders with different abilities in misconceptions of area have some significant differences between different genders.(4)The students with different misconceptions of area have different problem solving strategies.
    2、The model and strategies: (1)The instructional model is one kind of the ADDIE Models. (2) The instructional design contains different teaching strategies.
    3、Learning effect:(1) There are significant differences in the performance between pretest and posttest of both experimental group and control group. (2)There are no significant differences in the performance of posttests between two groups. (3)There are no significant differences in the degree of learning improvement between two groups with different performance levels. (4)There are no significant differences in the degree of learning improvement between two groups with different gender. (5) The experimental instruction of this study can strengthen the learner motivation, especially in the respect of “Satisfaction” between pretest and posttest. (6)There are no significant differences of control group’s learner motivation between pretest and posttest. (7)There are no significant differences in the transformation degree of learner motivation between two groups.
    According to this study, there are some suggestions about the instructional design for teaching this topic, and suggestions of research methodologies for future studies.
    显示于类别:[教育科技學系暨研究所] 學位論文

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