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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87156


    Title: Scratch程式語言教材設計與發展 : 以國一數學直角座標及直線方程式為例
    Other Titles: The design and development of scratch programming language for "cartesian coordinate system" and "line equation" course
    Authors: 張俊傑;Zhang, Chun-Chieh
    Contributors: 淡江大學教育科技學系數位學習在職專班
    陳慶帆
    Keywords: 程式語言學習;平面直角座標;問題解決能力;Scratch;programming learning;Cartesian Coordinate System;problem solving abilities
    Date: 2012
    Issue Date: 2013-04-13 10:47:57 (UTC+8)
    Abstract: 本研究目的為設計及建構一套適用於國中階段學習Scratch資訊數學程式語言的課程教材,採用設計發展研究法為研究理論與課程發展基礎。利用國中一年級數學課,引導學生使用視覺化Scratch程式語言軟體學習程式設計,過程藉由問題解決導向的教學方式,引起動機與提高學習效果,設計主題亦結合國中一年級數學直角座標及直線方程式課程內容,讓學生不僅體驗到電腦程式語言設計的樂趣,也在設計遊戲的過程中,不斷複習、運用與驗證原本不易理解的數學直角座標及直線方程式數學概念。本課程教材經實驗教學,得到研究結論如下:
    一、接受Scratch融入數學領域的學生在學習成就測驗表現優於對照組學生。
    二、接受Scratch融入數學領域的學生在學習成就延宕測驗表現優於對照組學生。
    三、學生對使用Scratch融入數學領域教學給予正面肯定。
    The aim of the study is to design and construct a teaching material for learning the mathematical Scratch Programming Language developed specific for junior high school students. Design-Based Research was used as the research theory and the basis of teaching material development. By utilizing seventh graders’ mathematics lessons, students were guided to use the Visualization Tool Scratch Programming Language. Through the problem-solving based learning process, it ignited students’ learning motivations as well as increased learning effectiveness. As the theme of the developed material integrates with “Cartesian Coordinate System” and “Linear Equation” of seventh graders’ Mathematics curriculum, it did not only enable students to enjoy the fun of designing IT programming language, but also repetitively revise, test and verify the mathematical concepts of “Cartesian Coordinate System” and “Linear Equation”, which were often considered difficult for students to grasp, during the learning process. Experimental teaching sessions were carried out for this particular teaching material, and conclusions are listed as below:

    1. Students had Scratch integrated in their mathematics curriculum performed better in their learning achievement test compared to students in the control group.
    2. Students had Scratch integrated in their mathematics curriculum performed better in their learning achievement procrastinated test compared to students in the control group.
    3. Positive feedbacks were received from students on the integration of Scratch in their mathematics curriculum.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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