透過合作解題與教中學影片創製增進學生數學自我效能與興趣

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李應儒(Ying-Ju Li) 查詢紙本館藏

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網路學習科技研究所

論文名稱

透過合作解題與教中學影片創製增進學生數學自我效能與興趣
(Enhancing Self-Efficacy and Interest in Mathematics through Collaborative Problem Solving and Learning-by-Teaching via Video Creation)

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至系統瀏覽論文 (2025-9-30以後開放)

摘要(中)

數學在現代教育中被視為重要的學科之一，對學生的發展和未來的職業選擇有著重大的影響。然而台灣學生卻普遍對數學存在害怕的心理，對數學的自我效能相對較低，且存在數學焦慮的現象，這不僅限制了他們的成長，也抑制了對數學的興趣。
　　本研究以趣創者理論為基礎，設計「合作解題與教中學影片創製」活動及系統(LBTube)，採用影片創製的方式進行教中學(Learning by Teaching)活動，並融入合作解題的元素。透過此一活動能夠激發學生對數學學習的興趣，讓他們在學習過程中全神貫注。同時透過系統的輔助，學生可以進行跨校的同儕互評以及作品觀摩，不但能從中學習同儕的數學解題思路以及影片創製方式，也能進一步獲得成就感，以提升學生自我效能。本研究以團隊過往的研究結果作為基礎，加入合作解題的元素，讓學生以小組為單位來解題以及進行影片創製，探討其對學生的學習興趣與動機有何影響，以及是否能進一步提升學生影片拍攝的品質。合作解題讓學生以互相合作、分享和討論的方式來解決數學問題，鼓勵學生之間的互動和團隊精神，並增加學生對自己能力的信心，從而提高他們的數學自我效能。同時本研究也將實驗對象年齡擴展到國中，探討在不同場域下進行影片創製教中學活動的差異。
　　本研究實驗對象為四所國小四個班的四年級學生，共95名；以及一班國中七年級學生，共25名。透過學習興趣問卷以及MSLQ學習動機問卷進行前後測，並使用描述性統計、成對樣本t檢定、魏克生符號檢定來分析結果，輔以半結構式訪談進行討論。研究結果顯示合作解題以及教中學影片創製活動對於學習興趣有顯著的正向影響，對於學習動機裡的自我效能以及考試焦慮面向也有正面幫助。

摘要(英)

Mathematics is considered one of the important subjects in modern education, with significant impact on students′ development and future career choices. However, Taiwanese students generally exhibit a fear of mathematics, lower self-efficacy in mathematics, and experience math anxiety, which not only restricts their growth but also suppresses their interest in mathematics.
　Based on the Interest-Driven Creator Theory, this study designs the activity and system(LBTube) of "Collaborative Problem Solving and Learning by Teaching via Video Creation", integrating video creation into the Learning by Teaching approach and incorporating elements of collaborative problem-solving. Through this activity, students′ interest in learning mathematics can be stimulated, allowing them to be fully engaged in the learning process. With the assistance of the system, students can engage in cross-school peer assessment and observe others′ works, not only learning from peers′ problem-solving strategies and video creation methods but also gaining a sense of achievement, thereby enhancing their self-efficacy. Building upon previous research conducted by the team, this study incorporates the elements of collaborative problem-solving, allowing students to work in groups to solve problems and create videos, investigating the impact on students′ learning interest and motivation, as well as whether it can further improve the quality of students′ video production. Collaborative problem-solving enables students to solve mathematical problems through collaboration, sharing, and discussion. This collaborative learning approach encourages interaction and teamwork among students, increasing their confidence in their abilities and thereby improving their mathematical self-efficacy. Additionally, this study expands the age range of the experimental subjects to junior high school, exploring the differences in conducting video creation and Learning by Teaching activities in different settings.
　The experimental subjects of this study consist of four classes of fourth-grade students from four elementary schools, totaling 95 students, and one class of seventh-grade students from a junior high school, totaling 25 students. Pre- and post-surveys on learning interest and the Motivated Strategies for Learning Questionnaire (MSLQ) are conducted, and descriptive statistics, paired-sample t-tests, and Wilcoxon signed-rank tests are used to analyze the results, supplemented by semi-structured interviews for discussion. The research results show that collaborative problem-solving and Learning by Teaching with video creation activities have a significant positive impact on learning interest and provide positive assistance in the aspects of self-efficacy and test anxiety within learning motivation.

關鍵字(中)

★ 合作解題
★ 影片創製
★ 同儕互評
★ 教中學

關鍵字(英)

★ Collaborative Problem-solving
★ Video Creation
★ Peer Assessment
★ Learning-By-Teaching

論文目次

中文摘要 i
Abstract ii
致謝 iii
目錄 iv
圖目錄 viii
表目錄 ix
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 3
1-3 研究問題 3
1-4 名詞解釋 3
1-4-1 合作學習(Cooperative Learning) 3
1-4-2 教中學(Learning by Teaching) 4
1-4-3 同儕互評(Peer Assessment) 4
二、文獻探討 5
2-1 興趣驅動創造者理論(Interest-Driven Creator Theory) 5
2-2 數學焦慮(Math anxiety) 6
2-3 學習動機(Learning Motivation) 7
2-4 合作學習(Cooperative Learning) 10
2-5 數位學習相關文獻 10
2-5-1 數位學習(Digital Learning) 10
2-5-2 多媒體學習(Multimedia Learning) 11
2-6 教中學(Learning by teaching) 13
2-6-1 教中學的定義 13
2-6-2 教中學的相關研究 15
三、學習活動設計與系統實作 16
3-1 以趣創環(IDC Loop)為基礎設計學習活動與系統 16
3-2 學習活動流程設計 16
3-2-1 給定題目 17
3-2-2 小組合作解題 17
3-2-3 影片創製 17
3-2-4 組間同儕互評及教師評分 18
3-3 系統設計 18
3-3-1 系統開發及架構 19
3-3-2 系統設計與功能介紹 19
3-3-3 學生端 22
3-3-4 教師端 29
四、研究方法 34
4-1 研究設計 34
4-2 研究對象 35
4-3 研究工具 36
4-3-1 數學學習興趣問卷 36
4-3-2 MSLQ 動機問卷 38
4-3-3 影片品質指標 40
4-3-4 訪談 42
4-4 實驗流程與時間 44
4-5 資料收集與分析 44
4-5-1 描述性統計(Descriptive Statistic) 45
4-5-2 信度分析(Reliability Analysis) 45
4-5-3 成對樣本t檢定(Paired-Samples t Test) 48
4-5-4 魏克生符號檢定(Wilcoxon sign rank) 48
4-5-5 皮爾森積動差相關係數(Pearson Product-Moment Correlation Coefficient) 48
五、研究結果 49
5-1 學習興趣 49
5-1-1 引趣(Trigging) 49
5-1-2 入趣(Immersion) 50
5-1-3 延趣(Extending) 51
5-1-4 個人興趣發展(Interest Development) 52
5-1-5 整體數學興趣 53
5-2 學習動機 56
5-2-1 內在目標導向(Intrinsic goal orientation) 56
5-2-2 外在目標導向(Extrinsic goal orientation) 57
5-2-3 任務價值(Task value) 58
5-2-4 自我效能(Self-efficacy) 59
5-2-5 考試焦慮(test anxiety) 60
5-2-6 整體學習動機 61
5-3 影片品質 63
5-4 訪談結果 65
5-4-1 第一題 65
5-4-2 第二題 67
5-4-3 第三題 68
5-4-4 第四題 69
5-4-5 第五題 71
5-4-6 第六題 72
5-5 數學學習興趣與MSLQ數學學習動機相關性 74
六、討論與未來展望 75
6-1 討論與貢獻 75
6-1-1 合作解題與數學教中學影片創製活動是否能幫學生提升數學學習興趣？ 75
6-1-2 合作解題與數學教中學影片創製活動是否能幫學生提升數學學習動機？ 76
6-1-3 進行同儕互評並分組討論與檢討後，影片創製的品質有何改變？ 77
6-1-4 研究貢獻 78
6-2 研究限制 79
6-3 未來展望 79
6-3-1 學習活動設計 79
6-3-2 評估方式設計 80
6-3-3 系統設計 80
參考文獻 82
中文文獻 82
英文文獻 83
附錄一數學興趣問卷 88
附錄二 MSLQ學習動機問卷 90
附錄三合作解題題目 92
五上四則運算1 92
五上四則運算2 93
五上平面圖形(三角形的邊角關係) 94
五上平面圖形(正多邊形) 95
五上面積1 97
五上面積2 99
五下分數的乘除1 100
五下比率與百分率1 101
五下比率與百分率2 101
五下長方體的體積與表面積1 102
五下長方體的體積與表面積2 102
七上二元一次方程式的圖形1 103
七上二元一次方程式的圖形2 104
七上二元一次方程式的圖形3 105
七上二元一次方程式的圖形4 106
七上二元一次方程式的圖形5 107

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2023-7-28

推文