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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73893

    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。
    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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