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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/68935

    Title: 教中學之微演示活動設計──以國小四、五年級數學為例;Design a micro demonstration activities of Learning by teaching A case for Mathematics in fourth and fifth grade
    Authors: 方駿遠;Fong,Chon UN
    Contributors: 資訊工程學系
    Keywords: 微課程;教中學;合作學習;影片學習;微演示;Micro lecture;learning by teaching;cooperation learning;video lecture;Micro demonstration
    Date: 2015-08-17
    Issue Date: 2015-09-23 14:46:56 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 目前網路學習資源豐富,大型影片學習平台更是琳琅滿目,讓教育影片發展迅速且日受重視。但以往的影片教學缺陷容易導致學習者觀看注意力不彰,所以本研究設計活動模式以改善影片學習的缺點。
    為此,本研究結合微課程影片之優點與Kizilcec et al. (2014)教學錄影法,進而設計一套「微演示」教學輔助系統,以貼近學習需求。傳統數學學習較少注重學生的理解、思考與應用,以致學生在解應用題的能力越來越差以及無法理解數學概念;本研究結合了影片學習、教中學、合作學習的特點,整合為「微演示活動」。透過微演示,希望活動讓學生加強解釋數學概念和解應用題的能力,並幫助學生提升溝通表達技巧。
    ;A great number of online learning resources are available nowadays. Among these online resources, video lecture is one of the important learning approach, which grows rapidly and receives more and more attention. However, previous studies indicated that a main disadvantage of videos lecture is that learners might not keep paying attention to the lecture. Thus, this study tried to design a new activity model to improve the defect.
    Base on the advantages of micro lecture and Kizilcec’s video lecture method (Kizilcec et al., 2014), this study developed a “mirco demonstration” learning system to meet learners’ needs. On the other hand, traditional math instruction paid little attention to students’ comprehension, reflection and application, which, in turn, hindered learners’ abilities of solving math problem and concept comprehension. Therefore, this study aims at improving students’ abilities of interpreting math concepts, solving math problems, math communication by applying the “micro demonstration activity,” which integrates video lecture, learning by teaching, and cooperating learning.
    The participants in this study were two classed of elementary school students (N=45). A pre- and post-test were conducted to verify the effect of the “micro demonstration activity” on students’ math performance, math learning motivation, and attitude toward math. In addition, qualitative observation was conducted to explore the improvement of learners’ expression and cooperation abilities. The results indicated that the “micro demonstration activity” could not only improve students’ mathematical problem solving skills and communication abilities but also facilitated teachers’ instruction. Moreover, the “micro demonstration activity” also brought positive effect on students’ math learning interests and motivation, learning anxiety, and cooperative learning abilities.

    Keyword: Micro lecture, learning by teaching, cooperation learning, video lecture, Micro demonstration
    Appears in Collections:[資訊工程研究所] 博碩士論文

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