應用數位筆系統與合作學習理論提升學生的學習成效、動機和態度：以國小數學為例;Applying Digital Pen-based Collaborative Learning Approach to Improve Student’s Learning Performance, Attitude, and Motivation: An Example of Mathematics.

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Title:	應用數位筆系統與合作學習理論提升學生的學習成效、動機和態度：以國小數學為例;Applying Digital Pen-based Collaborative Learning Approach to Improve Student’s Learning Performance, Attitude, and Motivation: An Example of Mathematics.
Authors:	簡婉竹;Chien,Wan-Chu
Contributors:	資訊工程學系
Keywords:	數位筆系統;合作學習教學法;學習成效;學習動機;學習態度;Digital pens system;cooperative learning;learning performance;learning motivation;learning attitude
Date:	2014-07-15
Issue Date:	2014-10-15 17:06:07 (UTC+8)
Publisher:	國立中央大學
Abstract:	現今的國小數學教育仍然以傳統的講述教學法為主，教師透過敘述或演講的方式，將知識傳遞給學生，單向式的教學易造成學生消極的學習態度。所以有學者指出在傳統的數學學習環境導入合作式教學法。然而，在傳統學習環境進行合作學習會遭遇幾項困難，1：教師不了解合作學習如何設計及進行，2：擔心教學時間不足會影響進度，3：教師難以即時掌握小組討論狀況。因此，本研究提出數位筆系統搭配合作學習教學法的學習模式，用以改善傳統數學學習環境實現合作式學習會遇到的問題，更進一步探討此種學習模式對於學生的學習成效、學習動機和學習態度之影響。本研究採用準實驗設計法來設計進行教學實驗，實驗對象為64位國小3年級學生，實驗時間為4週共8小時，並且將研究對象分以不同教學模式分為3組。第1組為實驗組「使用數位筆系統搭配合作學習教學法」、第2組為控制組A「使用數位筆系統配合講述教學法」為、第3組為控制組B「使用傳統紙筆配合講述教學法」。實驗結果發現：1、在學習成效上，實驗組顯著優於控制組A和控制組B；2、在學習動機上，實驗組、控制組A和控制組B均無顯著差異；3、在學習態度上，實驗組、控制組A和控制組B均無顯著差異。;Didactic Teaching is usually taught mathematics course in elementary school. Some researches have indicated that using cooperative learning in traditional learning environment for mathematics course. However, there are some problems that used cooperative learning method in traditional learning environment for mathematics course, such as teachers may concern about the completion degree of learning progress and hard to handle discussion process of student immediately. Therefore, this study presents the novel learning approach that used digital pens system with cooperative learning strategy. This study use quasi-experimental design for experiment. The 64 participating students were divided into three groups: an experimental and two control groups. The research result are presented as follow: First, regarding the learning performance, the experimental group was significantly better than control group A and control group B. Second, regarding the learning motivation, the experimental group, control group A and group B were no significant differences. Third, regarding the learning attitude, the experimental group, control group A and group B were no significant differences.
Appears in Collections:	[Graduate Institute of Computer Science and Information Engineering] Electronic Thesis & Dissertation

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