English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113648/144635 (79%)
Visitors : 51623155      Online Users : 530
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/113964


    Title: 「遊戲式概念改變」與「引導式表徵陳述」課程軟體輔助國小分數學習效益之探究
    Authors: 王曉璿
    葉晏彰
    李瑋仁
    Keywords: 電腦輔助學習;表徵;補救教學;遊戲
    computer-assisted learning;representative;remedial instruction;game
    Date: 2005
    Issue Date: 2017-10-23 10:58:41 (UTC+8)
    Abstract: 本研究旨在以建構理論之精神，設計不同的電腦輔助學習軟體作為研究工具，藉以探討國小四年級學生以不同的電腦輔助學習模式進行兩階段（一般學習、補救教學）的準實驗在學習成就上的差異情形。經量化統計分析得知： (1)接受「遊戲式概念改變」模式的學習成就表現顯著優於「引導式表徵陳述」電腦輔助學習模式。(2)不同的受試者對於電腦輔助學習的態度皆呈現較為正向的學習態度。(3)經由「引導式表徵陳述」模式學習後仍為低數學成就學生，接受「先測驗後決定是否學習」補救教學策略的受試者在分數概念學習成就表現具有顯著成效。
    The purpose of this research tried to understand the effect of using the different courseware design methodology in mathematic learning. Based on the constructivism and the different courseware design methodology, two type of mathematic learning courseware were designed as research tools in the study. The subjects were two fourth-grade classs (N=34 & N=33).Two sections(normal and remedy learning) of the research experiment were at the study. The quantitative quasi-experiment with covariance analysis and t-test was used in the research. Several conclusions were as follow.
    (1)Low-mathematics-achievement students had better performance in fraction after using “gaming conceptual change” than using “guided representative description.”(2)No matter which computer-assisted learning model was adopted, subjects’ learning attitude had no significant difference statistically. Both groups presented more positive learning attitude.(3)There are significant effects on students categorized as low-mathematics-achievement after aided “guided representative description” model in the wake of the remediable teaching strategy, “test-first-study-later.”
    Relation: TANET 2005 台灣網際網路研討會論文集
    中小學數位學習研究
    Data Type: conference
    Appears in Collections:[TANET 台灣網際網路研討會] 會議論文

    Files in This Item:

    File Description SizeFormat
    447.pdf786KbAdobe PDF2158View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback