立體視覺化工具融入國小表面積教學之研究： 以Google SketchUp為例
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Date
2014-04-??
Authors
周保男
吳重言
Pao-Nan Chou
Chong-Yan Wu
Journal Title
Journal ISSN
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Publisher
台灣數學教育學會、國立臺灣師範大學數學系共同發行
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Abstract
本研究旨在探討接受「Google SketchUp輔助教學（使用推拉功能與不使用推拉功能）」與「傳統講述教學」三種教學模式，對學生複合形體表面積學習成效之影響。本研究採用不等組前後測設計的實驗研究法進行教學實驗，實驗對象為臺南市某國小五年級三個班級共84名學生，以班級為單位，隨機分成三組。經由三週實驗教學後，實施複合形體表面積成就測驗後測。研究結果發現，「Google SketchUp輔助教學具推拉功能模式」的學習成效優於「Google SketchUp輔助教學不具推拉功能模式」及傳統講述教學模式，但「Google SketchUp輔助教學不具推拉功能模式」和傳統講述教學模式在學習成效上無顯著差異。由本實驗的結果可得知，當教師將資訊科技融入數學教學時，假使資訊科技的影響力不足，其衍生的學習效果與傳統教學無異。
The purpose of this study was to examine the effects of three teaching models on the effectiveness of learning the surface area of composite solids in elementary school settings: the Google SketchUp assisted instructional model with push-and-pull function, the Google SketchUp assisted instructional model without push-and-pull function, and the traditional instructional model. This is an empirical study, utilizing a nonequivalent pretest-posttest control group design. Participants were recruited from an elementary school in Tainan city, including three classes with a total of 84 fifth-graders. Each class was randomly assigned one of the three teaching models. After a three-week teaching experiment, all the participants completed a posttest on the surface area of composite solids. The results showed that students who received the “Google SketchUp assisted instructional model with push-and-pull function” performed better than students who received the “Google SketchUp assisted instructional model without push-and-pull function” and students who received the “traditional instructional model”. However, no significant difference was found in learning effectiveness between the “Google SketchUp assisted instructional model without push-and-pull function” and the “traditional instructional model”. The findings indicated that integrating information technology into mathematics education would only be effective when the tools are comprehensively implemented; otherwise, it would not significantly differ from the result of employing traditional classroom teaching strategies.
The purpose of this study was to examine the effects of three teaching models on the effectiveness of learning the surface area of composite solids in elementary school settings: the Google SketchUp assisted instructional model with push-and-pull function, the Google SketchUp assisted instructional model without push-and-pull function, and the traditional instructional model. This is an empirical study, utilizing a nonequivalent pretest-posttest control group design. Participants were recruited from an elementary school in Tainan city, including three classes with a total of 84 fifth-graders. Each class was randomly assigned one of the three teaching models. After a three-week teaching experiment, all the participants completed a posttest on the surface area of composite solids. The results showed that students who received the “Google SketchUp assisted instructional model with push-and-pull function” performed better than students who received the “Google SketchUp assisted instructional model without push-and-pull function” and students who received the “traditional instructional model”. However, no significant difference was found in learning effectiveness between the “Google SketchUp assisted instructional model without push-and-pull function” and the “traditional instructional model”. The findings indicated that integrating information technology into mathematics education would only be effective when the tools are comprehensively implemented; otherwise, it would not significantly differ from the result of employing traditional classroom teaching strategies.