探討GSP動態教學對國三學生學習三角形外心、內心及重心之成效

A Study of Learning Effectiveness of Circumcenter, Incenter and Centroid of Triangle with GSP Dynamic Teaching Method for the Ninth Graders

本研究主要目的在探討GSP動態教學對國三學生學習三角形外心、內心及重心之成效，以研究者任教的班級為實驗班，對實驗班進行GSP動態教學，對照班則採用傳統講述教學。教學實驗結束後，將研究所得之各項資料經統計處理分析後，得到下列三項結果：一、在數學學習成就方面：「GSP動態教學」能有效提升學生三角形三心學習成效且達顯著效果。二、在數學學習成效保留效果方面：「GSP動態教學」對實驗班學生三角形三心學習成效具顯著的保留效果。三、在數學學習態度方面：實驗班大部分學生對於「GSP動態教學」模式認為特殊且有趣，因此對「GSP動態教學」的看法及態度上，大多能抱持正向及肯定的態度。

This study aims to explore the learning performance of 9th graders using the GSP teaching method to learn circumcenter, incenter and centroid of triangle. The class which was taught by the researcher is selected as the experimental group and received the GSP dynamic teaching method. On the other hand, the class which is chosen as the control group received the traditional mathematical teaching method. Three conclusions were reached after conducting statistic analysis on the data collected from the experiment teaching: 1. Mathematical learning achievement: The GSP dynamic teaching method can significantly improve the student’s learning achievement on learning circumcenter, incenter and centroid of triangle. 2. Mathematical learning performance and retention: Students from the class which are chosen as experimental group, showed outstanding learning performance and great learning retention toward the GSP dynamic teaching method. 3. Learning attitude toward mathematics: Most of the students from the experimental group thought that the GSP dynamic teaching method was special and interesting. Therefore, they showed positive and affirmative attitude toward this teaching method.