運用適性教學輔助平臺融入數學教學提升自我調整學習能力與學習成效之研究

Application of the Online Adaptive Learning Platform Integrating Mathematics Teaching to Improve Self-Regulated Learning and Math Performance

本文旨在探討運用適性教學輔助平臺融入數學教學之研究，研究以國小三年級22位學生為對象，採單組前後測設計法，參考Zimmerman等人之自我調整學習四個循環模式與何世敏之自我調整學習課堂模式作為教學設計之基礎，引導學生目標設定及建立計畫、執行策略與監控、策略結果的監控及自我評鑑與監控，更以組內共學與組間互學之合作學習模式，探討學生對自我調整學習的影響及成效。透過學生自我調整學習量表前後測及數學成就表現測驗蒐集量化資料，研究發現：運用因材網融入數學教學，能提升學生整體自我調整學習能力及數學學習表現。最後，依據研究發現，提出線上輔助平臺融入數學課堂教學之教學建議。

This study discussed the application of the Online Adaptive Learning Platform (OALP) by observing 22 students in 3rd grade in an elementary school. The research adopted one-group pretest-posttest approach, as a teaching support in math class, based on Zimmerman et al.’s self-regulated learning theory and Ho’s self-regulated learning model to explore the impacts of students’ self-regulated abilities and learning results. Researchers guided students to set goals, build plans, execute strategies, monitor results, and apply co-learning and inter-group learning. Besides, the study applied self-regulated learning scales and mathematics achievement tests for data collection. The results showed that using the OALP as a teaching support in math class improved student's self-regulated learning abilities and math performance. Finally, according to the research findings, the study proposed the teaching strategies for integrating the OALP into math teaching.