本研究的主要目的在於比較「GSP融入數學教學」與「傳統講述教學」對學生學習幾何課程之成效，並探討實驗組學生經由「GSP融入數學教學」後的態度與看法，以便可以作為將來在國中階段發展GSP輔助教學之參考。
本研究採不等組前後測準實驗研究設計，以桃園縣某國中三年級兩班共67名學生為研究對象，非隨機分派一班為實驗組，進行GSP融入數學教學；另一班為控制組，進行傳統講述教學，經由Kolb學習風格量表受測，區分為「具體經驗」及「抽象概念」兩類的學生，教學實驗為期六週共十二節課，教學內容為國三第五冊幾何單元「圓」，探究不同性別與不同學習風格之學生分別接受不同教學方法之後，在數學學習態度、學習成就與學習保留上的差異，採用二因子共變數分析統計方法驗證假設，並於實驗教學後針對實驗組做「GSP使用態度調查表」以了解學生的態度與反應。檢定分析與調查結果，得到以下結論：
一、排除前測影響後，學生在數學學習態度上的表現：
(一)不同教學方法分別與不同性別、不同學習風格之間沒有交互作用。
(二)不同性別、不同學習風格均無顯著差異。
(三)不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。
二、排除前測影響後，學生在數學學習成就上的表現：
(一)不同教學方法分別與不同性別、不同學習風格之間沒有交互作用。
(二)不同性別、不同學習風格均無顯著差異。
(三)不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。
三、排除前測影響後，學生在數學學習保留上的表現：
(一)不同教學方法與不同性別之間沒有交互作用，且均無顯著差異。
(二)不同教學方法與不同學習風格之間有交互作用。
(三)以GSP融入數學教學而言，不同學習風格會造成顯著差異；抽象概念的學生優於具體經驗的學生。
(四)以抽象概念風格而言，不同教學方法會造成顯著差異；GSP融入數學教學優於傳統講述教學。
四、實驗組學生使用GSP態度分析
實驗組學生在幾何單元「圓」實施「GSP融入數學教學」後，絕大多數的學生喜歡此種教學方法，並抱持著正向及肯定的學習態度。
最後根據研究結果提出具體建議，以供學校、教師及未來研究者參考。 / The main purpose of this study is to compare the effectiveness of learning geometry using new teaching method (i.e. GSP in mathematics teaching) and traditional teaching method. For the possibilities of applying GSP to junior high school math teaching in the future, this study also analyze how students learn and react toward ‘GSP in mathematics teaching’.
There are two grade 9 classes with totaled 67 students in the study. One class is assigned as the experimental group (i.e. GSP in mathematics teaching). Another class, the control group, is taught by traditional narrative teaching. All student are categorized, based on Kolb Learning Style Inventory(LSI), into two types: Concrete Experience and Abstract Conceptualization. The experiment consists of 12 classes in 6 weeks. The geometry content is ‘circle’, in book V for 9th graders.
The study analyzes how students with different learning styles and genders react to these two math teaching methods. The attitudes , achievements and retentions of students learning are the main interests. The hypotheses are tested using two-way ANCOVA. Students in the experimental group are further evaluated with GSP questionnaire at the end of the experiment. The conclusions are as follow:
I. For the attitude of students in learning math:
1. There is no interaction between teaching method and gender and between teaching method and style.
2. There is no significant difference between different genders and between different learning styles.
3. Different teaching methods have significant difference: GSP in math teaching is much better than traditional narrative teaching.
II. For the achievement of students in learning math:
1. There is no interaction between teaching method and gender and between teaching method and style.
2. There is no significant difference between different genders and between different learning styles.
3. Different teaching methods have significant difference:GSP in math teaching is much better than traditional narrative teaching.
III. For the retention of students in learning math.
1. There is no interaction between teaching method and gender. In addition , there are no significant differences between teaching method and between different gender.
2. There is interaction between teaching method and learning style.
3. Learning styles have significant difference when GSP is used in math teaching. Students categorized in Abstract Conceptualization perform better than those in Concrete Experience.
4. Among those Abstract Conceptualization students from GSP in math teaching class is significantly better than those from traditional narrative teaching.
IV. For the attitude of students with GSP:
Most students in experimental group are fond of GSP in math teaching, and hold a positive attitude toward learning .
Finally, suggestions based on this study will be provided for school authority, teachers and other researchers.
Keyword: GSP, computer-assisted instruction, learning style, mathematics learning attitude, mathematics learning achievement, mathematics learning retention, ANCOVA
| Identifer | oai:union.ndltd.org:CHENGCHI/G0096972006 |
| Creators | 葉進安, Yeh, Chin An |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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