多媒體輔助兒童幾何學習之設計與應用
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2004
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本研究主要目的在根據幾何思考發展層級理論與多媒體學習軟體設計原則，設計電腦多媒體輔助幾何學習教材，並探討幾何多媒體學習教材對學童幾何思考能力的影響。
本研究以台北縣新莊國小六十七名二年級學生為對象（男生39名，女生28名），研究採用前測—後測不等組設計，以班級為單位隨機分派為實驗組與控制組，其中實驗組34人（男生20人、女生14人），控制組33人（男生19人、女生14人）。實驗組採用幾何多媒體學習教材，控制組使用傳統紙本教材，經過實驗處理之後，分別討論學童對圖形辨認、視覺聯想、敘述分析、抽象推理能力之影響，並於後測後對實驗組實施問卷調查，以分析使用者對多媒體教材的接受度與動機因素的影響。
研究結果顯示：
1.幾何多媒體教材於視覺聯想的能力、分析描述的能力與推理歸納的能力有顯著的效果。
2.幾何多媒體教材但在圖形辨認的能力上則沒有顯著的學習效果。
3.根據幾何思考層級論發展多媒體教材，對於國小二年級學童在整體幾何概念的發展，有良好的促進效果。
The purpose of this research is to design multimedia for children’s geometry learning, according to the theory of geometry thinking level and the design theory of multimedia learning software; and evaluate the effects on children’s geometry thinking ability. 67 second-grade students（39 boys and 28 girls）from the Hsin Chuang elementary school in Taipei city participated this experiment. This study adopted a “non-equivalent pretest-posttest quasi-experimental design”. The subjects were divided into two groups through random assignment by class. There were 34 students in the experimental group（20 boys and 14 girls）, and 33 students in the control group（19 boys and 14 girls）. The experimental group used the multimedia material for geometry learning, the control group used the paper material for geometry learning. After the experiment, to discuss the effects on tests of ‘graph recognition’, ’vision associate’, ‘graph analyze’ and ‘graph reasoning’. After the posttest, the researcher surveyed the experimental group by questionnaire to analyze user’s acceptance of the multimedia material for geometry learning, and the effect of motivation. The result of this research are as follows： 1.The multimedia teaching material showed significant effects on vision associate ability, graph analyze ability and graph reasoning ability. 2. The multimedia teaching material showed no significant effects on graph recognition ability. 3. According to the theory of geometry thinking level and design multimedia learning software for second graders, the multimedia material demonstrated positive effects on the majority of the ability tested.
The purpose of this research is to design multimedia for children’s geometry learning, according to the theory of geometry thinking level and the design theory of multimedia learning software; and evaluate the effects on children’s geometry thinking ability. 67 second-grade students（39 boys and 28 girls）from the Hsin Chuang elementary school in Taipei city participated this experiment. This study adopted a “non-equivalent pretest-posttest quasi-experimental design”. The subjects were divided into two groups through random assignment by class. There were 34 students in the experimental group（20 boys and 14 girls）, and 33 students in the control group（19 boys and 14 girls）. The experimental group used the multimedia material for geometry learning, the control group used the paper material for geometry learning. After the experiment, to discuss the effects on tests of ‘graph recognition’, ’vision associate’, ‘graph analyze’ and ‘graph reasoning’. After the posttest, the researcher surveyed the experimental group by questionnaire to analyze user’s acceptance of the multimedia material for geometry learning, and the effect of motivation. The result of this research are as follows： 1.The multimedia teaching material showed significant effects on vision associate ability, graph analyze ability and graph reasoning ability. 2. The multimedia teaching material showed no significant effects on graph recognition ability. 3. According to the theory of geometry thinking level and design multimedia learning software for second graders, the multimedia material demonstrated positive effects on the majority of the ability tested.
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多媒體, 輔助, 幾何學習