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    Title: 資訊融入情境式教學對於國中生數學學習成效之影響
    Other Titles: The effect of technology-enhanced situated learning on junior high school students' mathematical learning achievment
    Authors: 陳智偉;Chen, Chih-Wei
    Contributors: 淡江大學教育科技學系碩士在職專班
    徐新逸;Shyu, Hsin-yih
    Keywords: 資訊融入情境式教學;學習動機;學科成就;數學教育;technology-enhanced situated instruction;Learning Motivation;leaning achievement;Mathematical education
    Date: 2011
    Issue Date: 2011-12-28 17:27:10 (UTC+8)
    Abstract: 本研究目的旨在了解資訊融入情境式教學對於國中七年級學生數學科學習動機及學科成就之影響,並探討性別間之差異情形。為達到研究目的,研究者針對國中數學科「比例」單元,根據教學目標自編情境式教學教材並聯結至研究者建置之網站,此教材主要以資訊融入為教學媒介,情境式教學為教學方法,且參照情境學習理論之認知學徒制及錨式情境教學法,依理論內容並結合日常生活情境設計而成。
    研究者採準實驗研究法,從新北市某完全中學七年級中抽取四個自入學後前四次段考數學成績相仿的班級,分派兩班為控制組、兩班為實驗組,並以研究工具「學生學習動機量表」及「前四次段考數學成績」做為前測,再進行為期四週的實驗教學,分別進行「傳統課堂講授式教學」和「資訊融入情境式教學」兩種不同授課方式,實驗教學後進行「學生學習動機量表」及「下學期第二次數學科定期評量」做為後測,並依結果進行資料處理與分析,研究結果發現:
    一、控制組學生接受「傳統課堂講授式教學」,實驗組學生接受「資訊融入情境式教學」,實驗組在學習動機上顯著優於控制組。
    二、控制組學生接受「傳統課堂講授式教學」,實驗組學生接受「資訊融入情境式教學」,實驗組在學科成就上顯著優於控制組。
    三、針對實驗組而言,學習動機量表中男生的表現顯著優於女生;學科成就量表中女生的表現顯著優於男生。
    四、針對控制組而言,學習動機量表中男女的表現無顯著差異;學科成就量表中男女的表現亦無顯著差異。
    最後依研究結論,對國中數學科領域教師與未來研究人員提出建議。
    關鍵字:資訊融入情境式教學、學習動機、學科成就、數學教育
    The purpose of this research was to investigate the implementation of technology-enhanced situated instruction for seventh grade students on mathematical learning motivation and achievement in a junior high school. It also examined the differences between the genders. To achieve research goal, the study adopted the “proportion” as topic in junior high school, and developed e-learning materials with situated leaning concept. The situated learning was adopted as the teaching method, which refers to theories of Cognitive Apprenticeship and Anchored Instruction, and connects the students with daily situations in these materials.
    The study used an experimental design method. Subjects were two similar groups in a complete school located in New Taipei City: one control group and one experimental group. They were randomly assigned into two groups, and each group contains two classes. Pre-testing and post-testing were adminstered, and the two groups received a four-week traditional instruction and technology-enhanced situated instruction in this study separately. The results were as follows:
    a. The experimental group performed better on the learning motivation than the control one obviously.
    b. The experimental group also performed better on the learning achievement than the control one obviously.
    c. For the experimental group, the male students displayed stronger motivation than the other gender while the female achieved higher scores in the test subject achievement on average.
    d. As for the control one, there was no significant difference between the genders in the aspect of learning motivation and achievement.
    According to the results, the conclusion was provided some useful suggestions for the teachers in math field and prospective researchers.

    Keywords:technology-enhanced situated instruction, learning motivation, leaning achievement. Mathematical education
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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