本研究旨在探討電子教科書教學模式與傳統具體操作教學模式於二年級加減法文字題的學習態度與成效之差異情形。採用準實驗研究設計法，選取二年級學童兩班為實驗組，兩班為控制組，共100名學生進行實驗教學。在研究方法上，本研究是採以量的研究，以自編的「加減法文字題成就測驗」及參酌多份問卷修訂而成的「數學學習態度調查問卷」為研究工具，並蒐集各項資料，用以分析、評估實驗教學之結果。再進一步探討家長的學識背景對學生學習態度與成效的影響，以及了解學習成效與學習態度各構面間的關聯性。研究結果發現如下：一、電子教科書教學模式對二年級加減法文字題的學習成效是有幫助的。尤其對低分群學生的解題表現，具有顯著的提升效應。二、電子教科書教學模式，能顯著提升學生的學習滿意度。尤其對低分群學生的學習信心與學習興趣，具有顯著的提升效應。三、電子教科書教學模式，對學生學習成效及學習態度的影響程度，男女生並無差異。四、家長的學識背景，與學生的數學學習態度及成效，並無直接關聯。五、學生的學習成效，與學習信心、學習興趣、學習滿意度均呈現顯著正相關。亦即學習信心、學習興趣、學習滿意度的提升，對學習成效具有顯著性正面效益。 最後，研究者根據上述的研究結果提出建議，俾供日後教學及未來研究之參考。 The study aimed to discuss the different situations of learning attitude and outcomes of 2nd grade addition and subtraction descriptive questions by teaching with electronic textbooks mode and conventional practical mode respectively. The study adopted quasi-experimental research design and decided 2 classes of 2nd grade students as experiment groups and other 2 as control groups, and 100 students were participated. With relation to research methods, study adopted quantity research and took the customized “Addition and subtraction descriptive achievement test” and a set of “Learning attitude to mathematic questionnaire survey” which referred to several existed questionnaires as research tools as well as collected all manner of information to analyze and evaluate the results of experiential teaching. The study further conferred the effects of education background of parents to learning attitude and outcomes of students and relations of all aspects of learning outcomes and attitudes. The results are listed as follows:1. The electronic textbooks mode was helpful to the learning outcomes of 2nd grade addition and subtraction descriptive questions. The mode improved significantly on solving performance of the low-achievers in particular.2. The electronic textbooks mode was helpful to the learning satisfaction of students. The mode improved significantly on learning confidence and interests of the low-achievers in particular.3. The electronic textbooks mode showed no difference in genders to learning outcomes and attitudes of students.4. Education background of parents showed no direct relation to mathematic learning attitudes and outcomes of students.5. Learning outcomes of students showed significant positive relationship to learning confidence, interests and satisfaction. Above result indicated the improvement of learning confidence, interests and satisfaction has significant positive effect to learning outcomes. Finally, researcher proposed suggestions based on above study results for future reference.
