| 摘要: | 本研究在探討利用電子白板為教學媒介，比較「電子白板融入教學」與「傳統講述教學」對國二學生學習「數列與等差級數」單元後之學習成就、學習時效，並探討學生對於電子白板融入教學的態度及反應，期望可以提供國中教師未來在運用電子白板於數學教學上之參考。 本研究採準實驗研究法，研究對象為嘉義縣某國中之二年級兩班共34名學生，實驗組實施「電子白板融入教學」，控制組實施「傳統講述教學」，教學實驗期間，利用前後測得到量化資料；並採行動研究方式，進行拍照、攝影及教學觀察，並對實驗組學生進行訪談及施以回饋問卷，得到質性資料，彙整之後得到以下結論：一、接受「電子白板融入教學」與「傳統講述教學」的兩組全體學生在學習成就及學習時效上均達到，而高、中、低分群學生雖未達到顯著差異，但仍具有正面效果。二、接受「電子白板融入教學」與「傳統講述教學」的兩組低分群學生在數學學習態度上達到顯著差異；而在各層面分析上，兩組中分群學生在「學習過程」層面達到顯著差異、兩組的全體學生及低分群學生則在「學習信念」層面達到顯著差異，由此可知，電子白板對學生的學習態度有正面的影響。三、由回饋問卷及訪談記錄得知，實驗組學生大多數認為「電子白板融入教學」有助於數學學習，並且能提升學習興趣。
This study aims to explore the use of interactive electronic whiteboard for teaching media, and compares the effect on the eighth grade students of learning the topic of series with arithmetic progression in two methods: integration of interactive electronic whiteboard into teaching and traditional lecture method. This study also explores students’attitudes and reactions to both methods, which I hope can serve as a reference for junior high school teachers who use interactive electronic whiteboard in teaching. I use quasi-experimental research in this study. A sample of thirty-four students from two different classes selected from the eighth grade in a junior high school in Chiayi were divided into the experimental group, which implemented the method of integration of interactive electronic whiteboard into teaching, and the control group, which implemented the traditional lecture method. During the experimental period, I got quantitative data by using pretests and post tests. As for the qualitative data, I used the method of action research-taking pictures, taping, and observing the learning process. Besides, I interviewed students in experimental group and got their feedback with questionnaires. The results are as follows. First, all students in both groups achieved in math learning and lasting learning performance. Although high-scoring , intermediate-level, and low-scoring students did not make significant progress in their learning achievement, the teaching methods still had positive influences. Second, low-scoring students in both groups made a great progress in their learning attitude. Intermediate-level students in both groups made a big progress in their learning procedure. All students and low-scoring students made significant progress in their leaning faith. Therefore, interactive electronic whiteboard has a positive impact on students’ learning attitude. Third, in the feedback questionnaires and interviews, most of the students in the experimental group thought it was beneficial to integrate interactive electronic whiteboard into teaching and it can also enhance their interests in learning. |
