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請使用永久網址來引用或連結此文件:
http://nhuir.nhu.edu.tw/handle/987654321/26684
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| 題名: | 數位教育平台於偏遠地區數學補救教學成效之研究～以嘉義縣某國小四年級為例 |
| 其他題名: | A Study of the Effectiveness of Digital Education Platform on Mathematics Remedial Instruction in Remote Area--An Example of Fourth Grade Primary School in Chia-yi County |
| 作者: | 王希盈
WANG, HSI-YING |
| 貢獻者: | 資訊管理學系
王昌斌
WANG, CHIN-BIN |
| 關鍵詞: | 數位教育平台;數學補救教學;學習成效;家庭環境
Digital Education Platform;Mathematics Remedial Instruction;Learning Effectiveness;Family Environments |
| 日期: | 2018 |
| 上傳時間: | 2018-12-21 09:33:51 (UTC+8) |
| 摘要: | 本研究主要目的在探討數位教育平台對於偏遠地區需數學補救教學之學童數學學習成效的提升是否有幫助，並探討不同家庭環境對學生數學成績表現是否有影響。 本研究採用準實驗設計法，以嘉義縣某偏遠國小四年級兩個班級學生作為研究對象，分為實驗組和控制組，先以傳統式教學對兩組學習者進行教學，再利用數位教育平台對實驗組進行補救教學，並對實驗結果進行分析與評估。 本研究另以家庭環境項目包括家庭結構（如單、雙親及隔代教養）、母親國籍、家長年齡、家長教育程度、家長職業與家長對子女教育之關心度，探究不同家庭環境對學童數學成績表現是否有影響。 本研究的主要結果顯示：壹、數位教育平台補救教學相較於傳統講述式補教教學對國小四年級學生數學分數單元學習成效表現有顯著差異。貳、數學學習成效不會因家庭結構（單、雙親及隔代教養）、母親國籍、家長年齡、家長教育程度及家長職業不同而存有顯著差異。參、數學學習成效會因家長對子女教育關心度而存有顯著差異。肆、數位教育平台的內容適合學生學習數學。 最後，本研究提出對國小教師實施數學補救教學之建議及後續研究之參考。
The main purpose of this study is to examine whether digital education platform is beneficial to the effectiveness of mathematics remedial instruction for school children's mathematics learning in remote area, and examine the influences of family environments for children's mathematics grades and performances. This study adopted experimental design, using fourth grade students from two classes in a rural elementary school in Chiayi County as the study subjects. One is the experimental group and the other control group. At first, both the experimental and control groups received traditional instructions in their lessons, then the experimental group received remedial instructions via digital education platform. At the end the researcher analyzed and evaluated the experiment results. The study also utilized many family environmental elements to evaluate whether these factors affects the children's mathematics grades performance. The family environmental elements include: Family Structure (for example: single parent, two parents family or grandparents led family), mother's nationality, age of the parents, education level of the parents, occupations of the parents, the extent to which parents care about the children's education. The main results of the study showed that, 1.There is significant difference between digital platform remedial instruction and traditional oral delivered remedial instruction in the performance of the fourth grade students' mathematic unit scores.2.The learning effectiveness of mathematics did not show significant difference due to the difference in Family Structure (for example: single parent, two parents family or grandparents led family), mother's nationality, age of the parents, education level of the parents, or occupations of the parents.3.The learning effectiveness of mathematics showed significant difference due to the different extent to which parents care about the children's education.4.Digital education platform content is appropriate for students to learn mathematics. Lastly, the study suggested ways of how elementary teachers can administer mathematics remedial instruction and potential follow-up further study. |
| 顯示於類別: | [資訊管理學系] 博碩士論文
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