國小三年級學童運用數位學校學習立體幾何成效之探究

Abstract

本研究採準實驗研究設計，隨機分派國小三年級一班為實驗組，進行網路數位學校教學；另一班為控制組，進行課堂教室教學，以比較經由兩種不同教學模式，學童在立體幾何方面的學習成效、與van Hiele幾何思考層次發展差異，再經抽樣進行結構式訪談深入了解學童的立體幾何概念，以及調查學童使用網路教學的學習態度與意見。This project was conducted as quasi-experimental design. We randomly assigned two classes of the third grade of the primary school to experimental group and control group, which take digital school network learning and classroom learning, respectively. The purpose of this project was to compare the learning effect and the distribution of the van Hiele level of geometric thinking through two different learning methods. Moreover, we wanted to further realize the solid geometry concept of the sampled students by a structured interview, and surveyed the learning attitude and opinion of the experimental group students using digital school network learning.