研究生: |
林煜翔 Lin, Yu-Xiang |
---|---|
論文名稱: |
數位遊戲融入教學對不同成就高一學生學習三次函數之影響 The effect of digital game integrated into teaching on learning of cubic function of high school students with different achievements |
指導教授: |
楊凱琳
Yang, Kai-Lin |
口試委員: |
楊凱琳
Yang, Kai-Lin 王婷瑩 Wang, Ting-Ying 林素微 Lin, Su-Wei |
口試日期: | 2023/06/28 |
學位類別: |
碩士 Master |
系所名稱: |
數學系 Department of Mathematics |
論文出版年: | 2024 |
畢業學年度: | 112 |
語文別: | 中文 |
論文頁數: | 128 |
中文關鍵詞: | 遊戲式學習 、遊戲式教學 、三次函數 、動態數學軟體 、數位遊戲式學習 |
研究方法: | 準實驗設計法 |
DOI URL: | http://doi.org/10.6345/NTNU202400592 |
論文種類: | 學術論文 |
相關次數: | 點閱:108 下載:15 |
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本研究旨在瞭解遊戲融入數學學習的教學方式,對不同成就表現的高一學生在學習三次函數概念的學習表現及情意表現影響為何。並探討一般講述式為主的教學以及遊戲融入的教學,兩種不同的教學方式對學生有何影響。
本研究採用準實驗教學研究法,以台北市某公立高中的高一學生為研究對象,依不同的教學方法將其分為實驗組(遊戲融入數學學習)和對照組(一般講述式教學),兩組各取一個班,以十二年國教數學領域綱要中「F-10-2 三次函數的圖形特徵」為探討範圍,進行為期一週四節課的教學實驗。研究者為兩組之觀察者,兩班之數學教師為教學者(兩班數學教師相同)。資料分析以量化資料為主,質性資料為輔。
研究結果顯示:(1)遊戲融入數學學習及一般講述式教學,對於整班學生的學習成效顯著。(2)遊戲融入數學學習及一般講述式教學,對於高分群學生的學習成效無顯著差異。(3)遊戲融入數學學習及一般講述式教學,對於低分群學生的學習成效有顯著差異。(4)遊戲融入數學學習及一般講述式教學之情意表現皆無顯著差異。(5)遊戲融入數學學習對於學生學習三次函數單元有正向幫助。(6)高認知的學生希望能夠更有效率地學習知識。(7)低認知的學生更關注學習中帶來的遊戲感受。
根據研究結果給出對未來的建議:(1)延長教學時間,以更完整地將遊戲融入數學學習。(2)對學生進行分組,根據學生的能力給予不同難度的關卡。(3)針對學生迷思概念進行更深入之探索以調整課程內容,在教學設計上能更有效率地幫助學生建立三次函數概念。
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