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題名:以精熟學習理論和雙碼理論發展數位化教學策略之研究以國民中學數學科為例
作者:王沛清
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2011
主題關鍵詞:精熟學習理論雙碼理論數位化教學策略學習態度學習成就Mastery Learning theorydual-coding theorydigital teaching strategylearning attitudelearning achievement
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本研究旨在應用精熟學習理論和雙碼理論,以設計國民中學數學科教學策略,並發展相應之教學模式。考量實際教學現場,依研究計畫與目的,採準實驗研究法(quasi-experimental research)進行實驗教學。就台中市所屬市立國中一所,其97學年度所屬一年級數學科任課教師及任教班級之學生為研究對象。就一年級數學科任課教師意願立意取樣2位教師參與實驗,並就其任教數學課之一年級班級中,隨意抽取三班,採隨機分派方式,分成控制組與A、B兩個實驗組,共計三組6個班級,學生約204人,自97學年度第二學期期初起,進行兩個學期的實驗教學和前後兩次的學習態度量表量測及學習成就測驗。實驗結束後,就各組學生的學習成就與學習態度量表,作量化統計分析。另依實驗期程,進行質性的教室觀察與深度訪談。其中,深度訪談取樣的對象,計教師2名,學生8名,家長8名,共計18名。
綜合本研究質性研究資料與量化統計獲得以下結論:整合精熟學習理論與雙碼理論的實驗A組學生,在數學學習態度顯著優於實施傳統數位教學策略的實驗B組學生與實施傳統教學策略的控制組學生。而在學習成就方面,比較實驗教學實施前後,以實驗A組學生表現最佳,實驗B組次之,控制組仍然最差,但未達顯著差異。另外探討三種教學策略與影響因子間交互作用方面,則發現排除各項干擾因子對後測成績的影響後,實驗各組數學學習成就的後測成績不會因不同實驗教學策略而有顯著差異。
The main subject of this study is applying the Mastery Learning theory and dual-coding theory to the strategies of junior high school's mathematics teaching, for delvelopping varied multi-modes of junior high school's mathematical digital teaching materials and their corresponding teaching manners.
The author used quasi-experimental research on the quantification part, The mathematics teachers who taught the first-grader of junior high school, and the students of 2008 academic year, in one Taichung public junior high school, are the research targets. After acquiring those teachers' permission, there were two teachers, and three classes of their teaching classes (the first grade) students participating in this experiment. The participants were randomly divided into three groups: one controlled group, and two experimental groups, A and B. In total, there were around 204 students from 6 classes divided into 3 groups, starting from the beginning of the second semester of 2008 academic year, being proceeded with two semesters of experimental teaching and two learning attitude measure forms and achievement tests accordingly. The quantification statistic analysis was based on the data obtained from the learning achievement and attitude measures forms done by each group of students after the experiment completed. The author also implemented the qualitative classrooms observation and in-depth interview according to the schedule of the experiment. There were 2 teachers, 8 students, and 8 parents, altogether 18 persons, being interviewed thoroughly.
By combining the data of qualitative research with quantification statistical results, the author found that there was significant variation between two experimental groups of students in the attitude of mathematics learning. In the aspect of learning achievement part, after the experimental teaching terminated, Group A students got the best grades, followed by Group B's, and the controlled group students kept the status quo. Similarly, there was neither significant variation. As for the mutual effects between the teaching manners and the influence factors, the author found the grades of post-tests for the achievement of mathematics learning of each group would not vary significantly because of the distinct experimental teaching manners, after excluding various interfering factors. In the final part, the author supplied the relevant suggestions on the research theories.
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