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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/61190

    Title: 探討國小數學概念回推策略對數位學伴學生數學學習成效及學習態度之影響;The Effects of Mathematics Conceptual Backstepping Strategy into Cyber-Synchronous on Learning Performances and Learning Attitude for Primary School Students on Distance Learning Companion
    Authors: 楊舒熏;Shu-syun,Yang
    Contributors: 學習與教學研究所
    Keywords: 線上課輔;數學概念回推策略;數學學習成效;數學學習態度;解題方法滿意度
    Date: 2013-07-08
    Issue Date: 2013-08-22 12:14:25 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究擬以「數學概念回推策略」融入線上課輔,以提供大學伴進行教學,並討論運用該策略於數學教學對於學生的數學學習態度、數學學習成效及解題方法滿意度之情形。研究期間於2012年10月8日至2012年12月25日,每週上課兩次,一次課程為1.5個小時,對象為國小六年級學童20名。以「自編數學學習成效量表」、「數學學習態度量表」、「解題方法滿意度量表」作為研究工具。另蒐集質性資料作為分析,如訪談、文件分析等。
    The study aimed to provide mathematics conceptual backstepping strategy with e-tutors for cyber-synchronous learning and it examined the effects of mathematics conceptual backstepping strategy on e-tutees’ learning attitude toward mathematics, learning performances, and courses’ satisfactions of mathematics conceptual backstepping strategy. Mathematics curriculums started from October 8, 2012 to December 25, 2012. Twenty sixth graders participated in the after-class e-tutoring sessions for one hour and a half a course, twice per week. Researcher-produced math tests, questionnaire of learning attitude toward mathematics and questionnaire of problem-solving approach satisfaction were used as research instruments. Besides, qualitative data was also collected for analyses in the study.
    The results indicated that constantly drilling e-tutees to do mathematics conceptual backstepping strategy by using the same concepts or learners’ unfamiliar concepts. To improved e-tutees’ concept of math and made e-tutees master the math problem solving skills and acquired proficiency of the unfamiliar with the concepts. Moreover, the struction could provide e-tutees’ learning performances and based ability of mathematics. E-tutees’ learning attitude toward mathematics could be better by based on e-tutees’ ability, especially learning confidence of mathematics.
    Beside, to realize e-tutees’ problem-solving approach satisfaction into cyber-synchronous by questionnaire. The outcome revealed that it didn’t differ from t-tutors offer the instruction (mathematics conceptual backstepping strategy) or not. But, by qualitative data, we could find using mathematics conceptual backstepping strategy’s t-tutees’ behavior become better than other t-tutees. All in all, it could find out the success in teaching scene, still the teaching could be improved. Hope to provide some suggestions into cyber-synchronous in the future.
    Appears in Collections:[學習與教學研究所 ] 博碩士論文

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