行動載具應用程式遊戲式補救教學對國小學童面積學習影響

Abstract

面積單元是國小幾何課程中，承接點、線單元之後，重要的空間概念之建構，由於四年級是具體操作的轉型時期，在進入五年級的形式運思期前，運用行動載具應用程式（App）在iPad上以遊戲式補救教學的指導課程，探討對學習落後學童之面積概念的學習成效，和對數學學習態度的影響。本研究採準實驗法和學童學習歷程討論，以量化和質化敘述為研究探討，研究對象為國小四年級學習落後之學童，分成實驗組、控制組各十六位，合計三十二位學童，在六堂教學實驗處理後，以「數學面積成就測驗」、「數學學習態度量表」、「學童學習歷程」及「半結構式問卷」，驗證行動載具應用程式遊戲式補救教學的學習成效和影響。本研究結果發現：行動載具應用程式遊戲式補救教學在「數學面積概念」，實驗組的學習成效優於控制組；在各個構面概念分析：「數學面積基本概念」、「數學面積保留概念」、「面積估測概念」有顯著成效；「數學面積與周長測量概念」則兩組無差異。就「數學學習態度」的影響而言：學童數學態度經行動載具應用程式遊戲式補救教學後有顯著差異，在「數學學習信心」的層面，可增進學習信心的提升，幫助學習落後之學童，找回數學學習興趣及對數學學習不排斥、不害怕，進而達到數學學習的成效。在「學童學習歷程」和「半結構式問卷」結果分析，發現學童喜歡行動載具應用程式遊戲式指導教學及期待有更多機會使用。The section of area unit is an important concept construction of space, after the section of points and lines, of Geometry lessons in the elementary schools.The fourth graders are in the transformative period of Concrete Operation. Before the students entering into the period of formation thinking, the study using iPad’s application game as the remedy lessons to analyze the learning effect of underdeveloped students’ conception of area as well as the attitude of school children learning mathematics. The study adopts the Quasi-experimental method and students learning process discussion using the quantified and qualified description in search exploration, the participants were divided into two groups, experiment and control group, and sixteen students in each group. The total number is 32 stuentds. After six teaching experimental lectures, using the “math area achievement test”, “math learning attitude quantification table”, “schoolchildren learning process”, and “semi-structural questionnaire” are used to validate the learning effect and impact of App’s Game-based Remedial Instruction. The study shows the experiment group’s learning achievement is superior to the control group on “ math area concept”. In various concept analysis, significant results shows on“math area basic concept”, “math area reservation concept”, and “area estimation concept”. On “math area and circumference measurement concept”, there are no variation found in two groups. As for the effect of learning attitude of mathematics, students did show a significant difference toward learning mathematics by using the Remedial Instruction of application game. On “math learning confidence” perspective, it enhances learning confidence, helps underachieved students rediscover their interest toward math and helps them improve learning result. The results on “school children learning process” and “semi-structured questionnaire” revealed that students favored the lessons of using application games and anticipated using them in learning.