GSP軟體融入國小五年級「面積」單元對學童學習成就之研究

The Effects of Integrating GSP into Learning Area Concepts for Fifth Graders in the Primary School

本研究目的在探討以 GSP 動態幾何軟體融入國小五年級「面積」單元教學與傳統講述法教 學，對學童在學習成之差異就與學習動機之影 響，並進一步了解學童接受 GSP 融入教學後之學習感受。研究者採質量並重的設計進行研究，以量化分析為主，質性晤談為輔。選取臺南某偏鄉國小五年級一班為實驗班共 10 名學童為研究對象，進行為期 7 節課之 GSP 融入「面積」單元教學，另一班是鄰近學校五年級 19 名學童為對照 班，採用傳統講述教學方法進行 8 節課教學，教學內容均為康軒版第九冊「面積」單元。實驗教學後，兩班學童完成面積成就測驗卷及實驗教學前後實驗班學童接受「數學學習動機量表」前後測，研究者採用 SPSS 21.0 分析資料，比較其差異。研究結果如下： 一、 國小五年級學童在「面積」單元學習後面積成就測驗卷之表現各題型有所差異，以總樣本分析：表現最佳的題型為「基本公式運用與畫高」的題型，表現最差的題型為「等積求高或底」的題型。 二、 以 GSP 軟體融「面積」單元教學與傳統講述法教學比較，對國小五年級學童在面積成就測驗卷之學習成就並無顯著差異。 三、 以 GSP 軟體融「面積」單元教學，比較國小五年級學童在「數學學習動機量表」前後測上沒有顯著差異。 四、 國小五年級學童認為以 GSP 軟體融「面積」單元教學較為生動有趣且對學習理解與成績提升有所幫助。

 

This study mainly was to investigated the impact of integrating GSP software into fifth graders’ area concepts and how it influences students’ learning achievement and motivation. The study was chiefly focused on quantitative design and supplemented by qualitative interview. Two classes of fifth graders in two different primary schools at rural areas in Tainan, one has 10 students as experimental group and the other has 19 students as control group, were chosen as research objects. The area concepts of the ninth volume math textbook published by Kang Shuan was used as teaching materials. The research lasted for eight classes and the GSP software was integrated into the experimental group while the conventional teaching approach was applied to the control group. After the experimental instruction, learners of the two groups finished area achievement tests and the experimental group finished the scale of math learning motivation. The collected data was analyzed by SPSS 21.0. The results were in the following: 1. The analysis of area achievement tests of the two groups after learning 5th graders’ area concepts showed that their best performance is on basic formula application and painting height and their weakest one is on area height or bottom. 2. There was no significant difference between students’ performance in the GSP software integrated class and those in the conventional teaching class. 3. There was no significant difference between the pretest and posttest of the experimental group’s learning motivation scale. 4. The experimental group holds highly positive affirmation toward integrating GSP software into learning area concepts, which arose their interests and understanding.