數學教中學：影片創製與跨校登臺

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姓名

王姝涵(Shu-Han Wang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

數學教中學：影片創製與跨校登臺
(Mathematic Learning-by-teaching: Video Creation and Cross-Schools Staging)

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至系統瀏覽論文 (2027-8-1以後開放)

摘要(中)

隨著科技的進步與媒體的轉型，開始使用多媒體作為教育傳播方式，傳統紙本的教學對學生而言已不再是唯一，影音串流平台崛起，將「影片」視為一種補充資源來融入於教學之中也是一項未來趨勢。本研究運用趣創者理論，設計了影片創製與教中學模式(Learning by Teaching)結合的活動，由學生擔任教師，透過影片創製的方式來講解數學概念教導同儕，學生可以在創製過程中加強自身對數學的概念、提升對數學的興趣，讓學生在藉由創作來學習數學的過程中，建構自身的數學邏輯概念，並加深印象，由被動學習轉為主動學習，並使用數位平台做為輔助，由系統進行同儕互評與教師評論，藉由他人的意見與作品，從中學習並改進。本研究改良了先前的研究設計，擴大樣本數，活動不再侷限於一個班級或是一所學校，讓多校師生一同參與活動，探討活動對學生學習興趣與學習動機的影響，並設計了博覽會暨比賽的跨校活動，賦予學生一個舞台，讓學生從展示自己作品過程中獲得成就感，同時也觀察數學教中學影片創製活動在不同場域下的可行性，最後嘗試設計在全國推廣的教中學影片創製活動。

摘要(英)

With the advancement of technology and the transformation of media, traditional paper-based teaching is no longer the only way for students to learn. With streaming media becoming more and more popular, the "video" is a supplementary resource to be integrated into teaching. In this study, we based on the Interest-Driven Creator Theory and integrated video creation and the learning-by-teaching model to design learning activities. By creating videos, students can play the role of teachers to explain their mathematics concepts to their peers (Peer Tutoring) and enhance their interest in mathematics. Moreover, Students also can discuss with other peers and enhance their video. Students can construct their mathematical concepts and deepen their impressions in this activity. This study extends previous research results. By expanding the number of samples, the activities are no longer limited to one class or one school. Teachers and students can cross schools to participate in the activities. So, it gives a stage for students to exhibit themselves and improves students′ interest, sense of accomplishment, and motivation in Math learning. At the same time, we also observe the feasibility of video creation activities for mathematics teaching in different fields.

關鍵字(中)

★ 影片創製
★ 同儕教導
★ 教中學
★ 跨校登臺

關鍵字(英)

★ Video Creation
★ Peer Tutoring
★ Learning-By-Teaching
★ Cross-Schools Staging

論文目次

中文摘要 i
Abstract ii
誌謝 iii
目錄 iv
圖目錄 viii
表目錄 x
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 2
1-3 研究問題 2
1-4 名詞解釋 3
1-4-1 同儕教導（Peer Tutoring） 3
1-4-2 教中學（Learning-By-Teaching） 3
1-4-3 同儕互評（Peer Assessment） 3
二、文獻探討 4
2-1 興趣驅動創造者理論(Interest-Driven Creator Theory) 4
2-2 數位學習相關文獻 5
2-2-1 數位學習(Digital Learning) 5
2-2-2 多媒體學習(Multimedia Learning) 6
2-2-3 影片學習(Video Learning) 7
2-3 數學學習相關文獻 8
2-3-1 數學解題(mathematical problem solving) 8
2-3-2 數學擬題(mathematical problem posing) 8
2-4 教中學相關文獻 8
2-4-1 教中學(Learning by Teaching) 8
2-4-2 教中學相關研究 9
2-4-3 影片教中學 10
三、系統設計與實作 12
3-1 系統開發與架構 12
3-2 系統設計 13
3-2-1 數學教中學系統融入興趣驅動創造者理論 13
3-2-2 學生端 14
3-2-3 教師端 25
3-2-4 三校聯合明日數學家博覽會暨比賽官方網站 28
3-3 活動流程與設計 30
3-3-1 影片創製 30
3-3-2 適合進行教中學的年級與單元 32
四、研究方法 34
4-1 研究設計 34
4-2 研究對象 34
4-2-1 Case 1 34
4-2-2 Case 2 34
4-3 研究工具 34
4-3-1 數學興趣問卷 35
4-3-2 MSLQ動機問卷 37
4-3-3 影片品質評分指標 39
4-3-4 訪談內容 41
4-4 實驗流程 43
4-4-1 實驗準備階段 45
4-4-2 校內階段 45
4-4-3 跨校階段 45
4-4-4 資料收集與分析階段 46
4-5 資料收集與分析 46
4-5-1 資料收集 46
4-5-2 信度分析 47
4-5-3 敘述性統計 48
4-5-4 成對樣本T檢定 48
五、研究結果 49
5-1 數學興趣 49
5-1-1 整體數學興趣 49
5-1-2 引趣面向 50
5-1-3 入趣面向 50
5-1-4 延趣面向 51
5-1-5 個人數學興趣發展面向 51
5-1-6 有無參與三校聯合數學家博覽會暨比賽學生的數學興趣 51
5-2 MSLQ數學動機 53
5-2-1 整體MSLQ動機 53
5-2-2 內在目標驅動面向 53
5-2-3 外在目標驅動面向 54
5-2-4 任務價值面向 54
5-2-5 自我效能面向 54
5-2-6 學習焦慮面向 55
5-2-7 有無參與三校聯合數學家博覽會暨比賽學生的數學動機 55
5-3 影片創製活動相關問題 57
5-3-1 數學興趣問卷Q18到Q27 57
5-3-2 MSLQ數學動機問卷Q25到Q30 58
5-4 影片品質 60
5-4-1 Case 1學生兩部影片品質差異 60
5-4-2 跨校階段結果 61
5-5 訪談結果統整 63
5-5-1 學生訪談結果 63
5-5-2 教師訪談結果 73
5-6 特殊案例介紹 77
5-6-1 Case 1影片品質進步案例 77
5-6-2 Case 2特殊案例 77
六、結論與未來展望 78
6-1 討論 78
6-1-1 學生在進行數學教中學影片創製活動後，對數學學習的動機和興趣是否有正面的影響？ 78
6-1-2 學生在進行校內階段的數學教中學影片創製活動後，對學生拍攝影片的影響為何？ 79
6-1-3 學生是否可以在校內或跨校的數學教中學影片創製登臺中獲得成就感？ 79
6-1-4 數學教中學影片創製活動在不同場域是否可行？ 80
6-1-5 在進行活動的過程中，不同學校在指導學生的過程與家長的參與程度上是否有不同？ 80
6-2 結論 81
6-2-1 數學教中學影片創製活動對學生數學的興趣與動機有正面影響 81
6-2-2 在進行數學教中學影片創製活動後，學生的影片品質有正向改善 81
6-2-3 在影片創製活動中學生會產生成就感等正向看法 81
6-2-4 數學教中學影片創製活動在不同場域可行 81
6-3 研究限制 82
6-4 未來展望 82
參考文獻 84
中文文獻 84
英文文獻 85
附錄一數學興趣問卷 90
附錄二 MSLQ動機問卷 92
附錄三數學興趣問卷後測活動題目 94
附錄四 MSLQ動機問卷後測活動題目 95

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2022-8-15

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