資訊科技融入教學影響國中學生學習成效之研究

Abstract

摘 要 運用資訊科技融入各科教學已是時代趨勢，可以激發學生的學習興趣加深學習印象，進而提升教學品質與學習成效。運用資訊科技技術融入教學以建構理論為出發，搭配Bruner倡導之學習的概念為基礎，運用多媒體技術，以動畫方式輔助，建置一套符合國中生學習需求的幾何數學系統，探討不同的教學模式，比較分析其學習成就及學習保留的情形。本實驗採用準實驗研究設計以「不等的前測 後測與控制組設計」進行實驗研究，實驗對象為台北縣某一大型國中八年級六個班級的學生，分別實施一般教學模式、有資訊輔助學習的教學模式。 本研究所採用的研究工具為「數學學習成就測驗」、「系統使用滿意度問卷」及自行設計之「幾何數學動畫輔助學習系統」。為考驗兩種教學模式及成就高低學生之間學習成就及學習保留的關係，經六週課程教學後進行測驗，以所得結果進行二因子共變數分析，以考驗其成效。 研究結果發現：1.有使用資訊融入輔助教學系統能增進幾何數學學習的成效。2. 有使用資訊融入輔助教學系統教師能有效拉近高低能力水準之成就差異。3. 有使用資訊融入輔助教學系統統輔助學習能有效提升低成就學生的學習成就。4. 不同教學法對不同能力水準學生在「學習保留」沒有交互作用。5. 高能力水準學生在學習保留上比低能力水準學生成績為佳。6.有使用資訊融入輔助教學系統可提高學習興趣及幫助理解幾何數學學習。Abstract

Use Information Technology into integrate teaching already is the time tendency, may stimulate student's study interest deepening study impression, then promotion teaching quality and study result. Integrates the teaching using the information science and technology technology take to construct the theory as to embark, matches study of the Bruner initiative concept is the foundation, utilizes the multimedia technologies, is auxiliary by the animation way, establishes a set to conform to the country mesozoic study demand geometry mathematical system, discusses the different educational model, the situation which the comparative analysis its study achievement and the study retain. The experimental subject for Taibei County some large-scale country in eight grade six class's students, The different information integrates the educational model, in mathematics curriculum teaching effect.

This research institute uses the research tool is “mathematics study achievement test”, “the system use degree of satisfaction questionnaire” and independently designs it “the geometry mathematics animation auxiliary learning system”. In order to test two kind of educational models and between ability height student studies the relations which the achievement and the study retain, after six week curriculum teaching carries on the examination, carries on two factor covariant number analysis by the obtained result, tests its result.The study wishes to compare the achievement from start to end to find the better solution of the problems.

The study finds some results listed below. 1.The system can promote the achievement of those students. 2.The system can reduce the gap for those students. 3.The system is effective to help those students of low grade 4.The different teaching for different students has no effect for those students Of learning reserved. 5.The progress for the students of high grade is better than ones of low grade. 6.The computer aid learning of system can promote the interest and understanding to solve problems of Geometry mathmetic and learning.