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姓名 黃政理(Cheng-Li Huang)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 透過學生影片創作進行國小數學學習:趣創者理論之應用
(Student video creation for learning elementary mathematics: applying interest-driven creator theory)
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摘要(中) 在傳統教室中,數學老師常採用以教師主導的方法教導學生,如此較少提供機會來發展學生的數學解決問題能力,也很少鼓勵他們與同學進行數學對話。此外,這種方法可能無法靈活地適應學生的個人學習需求,並且可能導致學生對數學的興趣降低。為了減少這些學習問題,本研究提出了一個以學生為中心的學習活動,稱為「學生影片創造」,該活動之設計中採用了興趣驅動創作者(簡稱「趣創者」,IDC)理論。在此數學學習過程中,藉由採用認知學徒制的六個策略(示範、指導、鷹架、闡明、反思、探索)作為趣創者理論中之創造環的子組件概念,以此闡明和豐富IDC設計的創造環模型。在此活動中,學生透過個人和小組的教學影片創作過程來解數學文字問題。借助這些教學影片,學生可以通過談論數學概念與分享想法來教會同學。初步結果表明,學生們的數學成績得到了顯著改善,並且高成就學生和低成就學生在活動中都顯現積極的態度和較低的焦慮,並且認為數學和學習活動都非常有用。此外,學生對於進行此活動對學習好處之看法,整體上是積極且正面。學生們也同意喜歡並參與教學影片創作活動,有助於他們更好地學習數學,並提高了他們的溝通技能,團隊合作技能和影片製作技巧。
摘要(英) The teacher-directed approach characteristic of the traditional classroom normally adopted by mathematics teachers provides few opportunities for students to develop their mathematical problem-solving skills and little encouragement for them to engage in conversation. Furthermore, this approach may not be flexible to students’ individual learning needs and may generate low interest in mathematics among students. To reduce these learning problems, this study proposes a student-centered learning activity called student video creation that adopts interest-driven creator (IDC) theory in its design. By viewing cognitive apprenticeship strategies (modeling, coaching, scaffolding, articulation, reflection, exploration) as sub-component concepts of the creation loop in IDC theory, this study may articulate and enrich the creation loop model of IDC design in mathematics. In the student video creation activity, students solved mathematics word problems through individual and group creation of tutorial videos. With these videos, students could teach their fellow classmates by talking about mathematics concepts and sharing ideas. The preliminary results reveal significant improvements in mathematics achievement and show that both high- and low-achieving students have positive attitudes and low anxiety regarding the activity and perceive both mathematics and the learning activity to be highly useful. In addition, the students’ perceptions of the benefits of the activity for learning are positive overall. Students also agree that they enjoy and engage in the video creation activity and that the activity help them learn mathematics better and facilitate their communication skills, teamwork skills, and video production techniques.
關鍵字(中) ★ 學生影片創作
★ 趣創者理論
★ 認知學徒制
★ 數學問題解決
關鍵字(英) ★ Student-created videos
★ Interest-Driven Creator theory
★ Cognitive apprenticeship
★ Mathematical problem-solving
論文目次 摘要 i
Abstract ii
Table of Contents iii
List of Figures iv
List of Tables v
1. Introduction 1
1.1 Background 1
1.2 Research questions 6
2. Literature Review 7
2.1 Interest-driven creator theory in relation to student-created videos 7
2.2 Cognitive apprenticeship in relation to the creation loop model 10
2.3 Videos for teaching and learning 13
2.4 Student-created videos and mathematics learning 14
3. Student video creation learning activity 17
3.1 The five steps design of student video creation 22
3.2 The five steps design of student video creation for learning mathematics 27
4. Method 33
4.1 Participants and procedures 33
4.2 Learning environment, intervention preparation, and intervention process 34
4.3 Data collection 35
4.4 Data analysis 40
5. Results 41
5.1 Mathematics achievement assessment 41
5.2 Questionnaire and Learning feedback sheet 44
6. Discussion 54
7. Conclusion 61
7.1 Study synopsis 61
7.2 Limitations of the study 62
7.3 Implications 62
7.4 Future work 65
Notes 67
References 67
Appendix A The mathematics achievement assessment for pretest 80
Appendix B The mathematics achievement assessment for posttest 81
Appendix C The questionnaire 82
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指導教授 陳德懷(Tak-Wai Chan) 審核日期 2020-7-14
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