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。;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.
