因應資訊教育的普及化，伴隨著教具虛擬化的改變。本研究欲探討虛擬教具教學與實體教具教學對學習態度與學習成效的影響。 本研究採用準實驗設計，選取六年級兩班學生進行實驗教學並編製「數學學習態度」問卷為研究工具，以了解學生學習態度上的差異。將蒐集的各項資料與數據，以IBM SPSS Statistics 22來進行資料分析，統計方法主要採用描述性統計分析、獨立樣本t 考驗、單因子變異數分析、Pearson積差相關等。 研究結果發現如下：一、虛擬教具教學與傳統教具教學對學生的學習成效無顯著差異。二、虛擬教具教學對實驗組學習成效的影響程度，男女生並無差異。三、在學習自信上，高年級學童對數學學習自信是不足的。四、在學習興趣上，高年級學童對數學學習興趣是低落的。五、在學習滿意度上，實驗組學生呈現高程度的表現，且兩組達到顯著差異，顯示虛擬教具教學，能顯著提升學生的學習滿意度。六、學習成效與學習自信、學習興趣、學習滿意度、學習態度均呈現顯著正相關。 研究者根據研究結果提出建議，以供數學教育及未來研究之參考。 With the popularity of Information Technology Education, the change of Virtual Manipulatives is a trend. The purpose of this study is to discover the impact of using physical and virtual manipulatives and analyzing the result. The development of this study uses Quasi-experimental design methods. We chose two groups of sixth grade students to as test groups for experimental teaching. In order to understand the difference in students’ learning attitude, our qualitative questionnaires primary focus is “Students' Response to various Math Learning experiments”. IBM SPSS Statistics 22 is applied for data analysis and processing. Descriptive statistical analysis, independent samples t-test, single factor analysis of variance and Pearson product-moment correlation coefficient are the primary analysis methods are used in this study. The main findings of this study are as follows: 1.There is no distinguished difference in learning achievement between physical and virtual manipulatives for students.2.There is no notable difference in learning achievement by using virtual manipulatives between male and female students. 3.In learning confidence,it also appears that sixth grade students are generally not confident in their math education. 4.With respect to interest in learning mathematics,the students are not interested in learning mathematics. 5.In learning satisfaction, all experimental groups have high satisfaction. This result demonstrates that virtual manipulatives can elevate student’s learning satisfaction. 6.Learning achievement, learning confidence, learning interest learning satisfaction, and learning attitude all appear to have a positive correlation. We believe that the findings from this study may be useful a reference for mathematic education and future studies.
