何榮桂吳育榕2019-08-292012-7-272019-08-292009http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0696080278%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/93013本研究之研究目的以Moodle平台用以探究擬題類型對於學生在擬題能力及學習成效之影響。本研究採用準實驗之不等組前後測設計，受試者為高雄市國小五年級學生，共三班，96名學生，分為結構擬題、半結構擬題和自由擬題，三組受試者分為實驗組及控制組，分別接受結構擬題教材、半結構擬題教材和自由擬題教材，讓受試者進行擬題活動，四次擬題活動後，實施後測。 在資料分析上，進行量的分析，研究結果顯示，結構擬題在擬題能力中的正確性及精緻性的表現皆優於半結構擬題及自由擬題；後測部分，結構擬題也優於半結構擬題及自由擬題。The purpose of this research was investigated whether the different of problem-posing types can improve elementary school students’ ability. We also conducted a posttest to determine whether the different of problem-posing types would have positive effect on fifth graders’ learning affect. A quasi experimental non-control group designed was used in this design. Participants were 96 numbers of fifth-grade of elementary students in Kaohsiung. There were three classes assigned to experimental groups and control group. The experimental groups received structure materials and semi-structure materials while the control group received free problem-posing materials. After four times practice, we conducted posttest. In quantitative data analysis, the results show that, the experimental group, who received structure materials, demonstrated better problem-posing ability than the control group. In posttest, the experimental group, who received structure materials, rendered better performance than the control group in learning affect.擬題類型Moodle擬題能力等值分數problem-posing materialMoodleproblem-posing abilityequivalent fraction