運用GSP軟體融入國小幾何面積教學成效之研究

Abstract

隨著科技的進步，資訊軟體在教育方面的相關應用日漸普及，並且逐步地改變傳統教學模式，讓學習更加活潑。資訊軟體強調學生在學習過程中的主動性與參與感，希望能藉由對這些軟體的操作，進一步去建構正確的觀念來達成學習目標。將資訊融入教學，能夠使教師和學習者在教與學的過程中有更多思考和啟發，並且能夠增加學生之學習成效。 本研究旨在探討運用GSP軟體融入國小幾何面積教學之成效。希望透過GSP軟體設計一系列面積教材，並且利用此教材進行電腦輔助學習，讓數學的抽象概念獲得更具體的呈現。教師藉由系統操作過程建構學生面積概念，經由此教學模式提升國小學童之數學幾何能力，同時也希望能夠啟發學生學習的興趣。本研究比較「傳統講述教學模式」與「GSP系統融入傳統教學模式」在國小四年級學生面積單元學習成效之差異，瞭解學生在進行四週的GSP系統輔助教學後，其數學學習態度之改變情形。此結果將作為未來發展GSP系統輔助教學之參考，並期望在電腦輔助教學中有更佳的成效。With the advancement of technology, the applications of information technology in education become more and more popular. Such phenomenon gradually changes the traditional teaching model and makes the learning livelier. Information technology software emphasizes the activeness and engagement of the students in the learning process, and people hope that the technology can help the students to build up correct concepts via their interactions with the software, in order to achieve the objectives of learning. By integrating information technology into education, it inspires teachers and students, and renders them to thinking during the teaching and learning. Also, it improves the students’ learning effectiveness. This research aims to investigate the effects of integrating GSP into the teaching of the measure of geometry in primary schools. This integration is referring to using GSP to design a series of teaching materials in the measure of area. With these teaching materials and a computer-assisted learning, they express abstract mathematic ideas in a more concrete way. Teachers can use such integration to help the students to understand the concepts of the ‘measures of area’ and to improve primary school students’ mathematic and geometry abilities. Also, it may intrigue the students’ interests in learning. This study assesses the differences of learning effectiveness of fourth grade primary school students in learning the measures of area, by comparing the ‘traditional didactic instruction model’ and the ‘GSP combined with traditional teaching model’. This comparison helps us to understand the changes of students’ attitude toward math after four weeks of GSP-assisted teaching. The result may help to improve the future development of the GSP-assisted teaching and then makes the computer-assisted learning more effective.