| 摘要: | 現行12年國教課程綱要明訂國小二年級就要理解九九乘法，實際上，在校園裡有相當比例的小孩就是無法在規定時間內背好九九乘法表，對於背不起來的孩子，實是令人真正憂慮的地方。背熟九九乘法表，如同練就數學的基本功，因此如何幫助學生的基本功打得穩固，成了老師的重要課題。 隨著機器人的時代來臨，促進了人類文明的再進化，機器人融入人類生活已有若干先導型的研究並獲得不少的成果與效用，例如：迎賓機器人、客服機器人等，但機器人融入教育現場的研究目前還不多見，是故本研究擬運用機器人做“聽-九九乘法兒歌、說-九九乘法機器問答、讀-九九乘法概念教學、寫-九九乘法隨堂測驗”輔助教學，讓機器人輔助教學的影響力就像魔法一樣，只要喚醒機器人，就能讓科技為學習者帶來豐富的學習體驗、實現更多元的交流方式，支援教師的教學更貼近學童學習需求，教學相長。 本研究係以研究者所任教的小學二年級4位學習扶助生為對象，採行動研究法探討運用智能機器人輔助教學來提升國小二年級學童九九乘法表現之成效。透過教師、家長、研究者三方的訪談，及學生互動教學後的回饋訪談，分析學生於智能機器人輔助教學活動實施前後的差異。
The current 12-year national education syllabus clearly states that the second grade of elementary schools must understand the multiplication of ninety-nine. In fact, a considerable proportion of children on campus simply cannot recite the multiplication table of ninety-nine within the specified time. For children who can't remember. , It is really worrying place. Memorizing the nine-nine-nine multiplication table is like practicing the basic skills of mathematics. Therefore, how to help students' basic skills to be stable has become an important topic for teachers. With the advent of the era of robots, the re-evolution of human civilization has been promoted. There have been several pioneering studies on the integration of robots into human life, and many results and effects have been obtained, such as: welcome robots, customer service robots, etc., but robots are integrated into the education scene. Research is still rare, so this research intends to use robots to do “Listening-Nine-Nine Multiplication Nursery Rhymes, Speaking-Nine-Nine Multiplication Machine Questions and Answers, Reading-Nine-Nine Multiplication Concept Teaching, and Writing-Nine-Nine Multiplication Quiz” as supplementary teaching , Let the influence of robot-assisted teaching be like magic. As long as the robot is awakened, technology can bring learners a rich learning experience, realize more diversified ways of communication, and support teachers' teaching to be closer to the learning needs of students. This research department takes 4 learning aid students in the second grade of elementary school taught by the researcher as the object, using action research methods to explore the effectiveness of using intelligent robot-assisted teaching to improve the performance of the ninety-nine multiplication performance of the second grade students in elementary schools. Through the tripartite interviews of teachers, parents, and researchers, as well as feedback interviews after students' interactive teaching, the differences between students before and after the implementation of intelligent robot-assisted teaching activities are analyzed. |
