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

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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：壹、視覺誤差、既有的周長計算公式、以文字描述複合圖形時，容易造成數學低成就學生面積的迷思概念。貳、以ASSURE教學模式設計數學科補救教學，應依學生特質彈性調整程序步驟，以符合低成就學生學習狀況。參、運用互動式電子白板進行教學，教師要能隨機應變，搭配其他媒體設備，或是彈性調整教學課程，增加低成就學生合作學習的機會。肆、運用互動式電子白板於補救教學提供多元化的學習型態，有助於提升學生學習動機。伍、運用互動式電子白板進行教學，容易造成學生過度依賴，教師需適時地調整教學活動，確實掌握互動式電子白板的使用時機。陸、運用互動式電子白板進行補救教學，仍須反覆操作，以加深學生印象，提升學生學習成效。 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:	[Master's Program, Graduate Institute of Curriculum and Instruction] Thesis

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