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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87167

    Title: 以互動式電子白板輔助數學科補救教學之行動研究 : 以長方形和正方形面積為例
    Other Titles: Action research-using an interactive white board in remedial mathematics teaching : rectangular and square area as an example
    Authors: 王嘉禾;Wang, Chia-Ho
    Contributors: 淡江大學課程與教學研究所碩士班
    游家政;Yu, Chia-Cheng
    Keywords: 電子白板;補救教學;行動研究;nteractive White Board;Action Research;Remedial Teaching
    Date: 2012
    Issue Date: 2013-04-13 10:49:02 (UTC+8)
    Abstract: 本研究旨在探究互動式電子白板輔助數學科補救教學,研究方法採用行動研究法進行,並以一所國小攜手計畫班的7位國小四年級學生為對象,進行長方形與正方形面積計算教學。資料蒐集包括面積概念學習診斷評量前後測成績、學生數學日記、學生晤談紀錄、同儕教師回饋以及討論、教師教學省思札記、教學活動錄影影片等量化與質性資料的收集,最後輔以相關文獻進行本文之撰寫。本研究結果發現:
    The study is aimed at exploring the aid of interactive whiteboard in
    remedial mathematics teaching. Action research method is adopted in this
    study, and the participants were 7 fourth-grade elementary students
    participating in the teaching of calculating the area of rectangular and
    square. Data collection included the collection of qualitative and
    quantitative data including the scores of the pretest and posttest of
    diagnostic assessment in the concept of area learning, students’ diaries of
    mathematics, the record of students’ interviews, the feedback and
    discussion of peer teachers, teachers’ reflections on their teaching, and the
    videos of teachers’ teaching activities. Finally, the writing of this paper is
    backed up by some related literature. The findings of this study are:
    1. When visual error, existing circumference calculation formula, and complex graphics were described in texts, underachievers were easily lead to misconceptions on mathematics area.
    2. When designing mathematics remedial instruction by using the ASSURE teaching mode, teachers should flexibly adjust the steps and procedures according to students’ characteristics to fit the learning status of underachievers.
    3. When teaching by using interactive whiteboard, teachers should teach with the aid of other media products to cope with different teaching situations, or adjusting the curriculum flexibly to increase the chances of cooperative learning for underachievers.
    4. Using interactive whiteboard in remedial instruction provides diverse learning modes which helps increase students’ learning motivation.
    5. The use of interactive whiteboards in teaching was prone to cause students to be overly dependent on it. Teachers should adjust the teaching activities and handle the timing of using interactive whiteboard properly.
    6. Repetitive practices were still needed when using interactive whiteboards in teaching in order to deepen students’ impressions to increase students’ learning outcomes.
    Appears in Collections:[課程與教學研究所] 學位論文

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