運用互動式電子白板系統於國小六年級數學學習成效之研究－－以數列與圖形序列單元作為補充教材教學為例

A Study on the Effect of Mathematical Learning Achievement with Interactive Electronic Whiteboard - Using the Unit of Sequence and Graph Sequence as Supplementary Teaching Material

本實驗是以「數列與圖形序列」單元做為補充教材，並於兩個班級分別進行「運用互動式電子白板之教學模式」與「課堂黑板教學模式」後，對國小六年級學童進行數學學習成效之研究。研究設計為進行數形規律單元之教學後，經由教學後測與延後測兩次紙筆測驗，分析比較兩個班級學童之解題成效（答對率）為何？並藉由兩次紙筆測驗之訪談，探討學童於解決數形規律問題時其解題能力為何？據此說明運用互動式電子白板之教學模式（實驗組），相較於課堂黑板教學模式（對照組）在學習成效上是否有所差異。研究結果如下：一、以整體解題成效（答對率）來看，實驗組班級擁有較佳之答對率，尤其是四種規律問題類型中的第三類（形數規律問題）與第四類（形數規律情境問題）。二、以學童解題能力來看：（一）實驗組學童展現較佳的察覺策略與探索能力，並以二階概念層次解題之題數較多，特別是高成就與中成就學童。（二）以兩次紙筆測驗前後的答對率與解題能力來看，實驗組進步情形較佳，特別是低成就學童。

By using the unit of sequence and graph sequence as supplementary teaching material, this research was used to study mathematical learning achievements for the sixth-grade students from two classes and carried on two teaching modes 'Interactive Electronic Whiteboard' and 'General Blackboard' separately.The study was designed to analyze and compare what the problem solving ability (Answer rate) of students is by means of the two text-based tests after teaching 'the pattern of number and shape' unit. Then, by means of the interview analysis of two text-based tests, we observe and obtain the ability of students in problem solving when they meet the pattern of number and shape problems. According to the above statements, we explained whether there are differences between the mode of Interactive Electronic Whiteboard (experimental group) and the mode of General Blackboard (control group).The results are as follows:1. According to the overall problem solving ability (Answer rate), the experimental group owns better answer rate, especially in the third and the fourth types of four-type regular problems.2. According to the problem solving ability of students:(1) The experimental group, especially the high and intermediate achievers, shows the better perceptibility-strategy and ploration-ability, and solves more questions with second-order condition.(2) According to the posttest and the delayedtest of two text-based tests, the experimental group shows better progressive situations in problem solving ability and problem solving result. It's evident in low achievers.