本研究旨在探討電腦輔助教學應用於國小高年級數學科補救教學，對數學學習低成就學生的學習態度與學習成效之影響。本研究採行動研究的方式進行教學與觀察，以四個數學單元為主要教學內容，歷經八週的研究歷程，透過教學討論、教室觀察記錄、學生訪談、省思札記等方面蒐集相關資料，並藉由資料的整理與分析，探究學生的學習態度和學習成就，並據以改進教學方法與技巧。 本研究結果顯示低成就學生對於電腦輔助教學應用於數學科補救教學的學習態度是持正面肯定的，並驗證了電腦輔助教學應於國小高年級數學補救教學的課程是可以提升低成就學生的學習成效。 The aim of this research is to investigate how the application of computer-assisted instruction to mathematics remedial teaching for the fifth and sixth graders in elementary school affects attitudes and learning outcomes of students with low achievement in mathematics. An action research approach is applied to the teaching and observations in this research. During an eight-week period of time, four mathematics units are taught. And through classroom observational records, interviews with students, reflective journals, and data analysis, students' attitudes and learning outcomes are explored, and teaching methods and skills are improved based on the results of the research. The results of this research indicate that students with low achievement hold a positive attitude toward the application of computer-assisted instruction to mathematics remedial teaching, and evidence shows that curriculum with such an application helps to improve the learning outcomes of students with low achievement.
