An Action Research on Mobile Learning to Incorporate Instructions on Mathematics Exponential and Logarithm -Take First graders of a Senior Vocational High School in New Taipei City as an Example

本研究旨在探討運用行動學習融入高職數學教學，對高職一年級學生在數學指數與對數單元學習態度與學習成效之影響。本研究採行動研究法，以新北市某私立高職105學年度高一的兩個班級學生作為研究對象，實驗期間為五週。其中一班為實驗組(47人)，一班為控制組(46人)。以校內105學年度第二學期第一次及第二次數學科期中考作為研究工具，比較實施行動學習教學法之實驗組與實施一般講述教學法之控制組的差異，探討兩組學生在數學學習態度與數學學習成就之影響。 本研究結論如下: 一、本研究對於以行動學習融入高職數學教學，參與的教師與學生普 遍給予正面的評價。 二、實施行動學習教學方式，藉由多媒體數位教材的運用，使教學更 加活潑生動及豐富化，可提高學生學習興趣及師生互動，實驗組 學生於學習興趣與態度方面有明顯的提升。 三、實施行動學習教學法對於實驗班級學生之「學習成效」並無明顯 差異。 四、比較實施行動學習教學方式之實驗組學生與實施一般講述之控制 組學生，透過兩次期中考之評量成績，分析兩組學生之「學習成 效」並無明顯差異。 最後，依據研究結果提出行動學習融入高職數學教學上及對未來 相關研究的建議，以供教學實務工作及未來研究之參考。This study aims to explore the integration of mobile learning into mathematical teaching of a senior vocational high school and investigate its impact on the first- year students learning the Mathematical Exponential and Logarithm, in terms of learning attitude and learning effect. This study adopted the action research method, and it took two class students of 105 years of private vocational senior high school in New Taipei City as the research participants. These participants were divided into two groups: one group was set as the experimental group (47), and the other was designed as the control group (46). The entire experiment period lasted for five weeks。The scores of first and second mid-terms from the second semester of 105 were taken as the research tools to compare the differences between the experimental group with implementation of the action learning method and the control group with the general teaching method. The results discussed the influences on mathematics learning attitudes and mathematics learning achievements between the two groups of students. The conclusions of this study were drawn as follows: 1. The teachers and students, who participated in this project, generally provided positive evaluation over the integration of the mobile learning into the higher vocational mathematics teaching. 2. Through the implementation of action learning teaching methods and the use of multimedia digital teaching materials, teaching became livelier and more diverse, and it thus can improve students’ interest in learning and increase interactions between teachers and students. The study has shown that experimental students have improved significantly in both learning interests and attitudes. 3. The implementation of action learning method for students of experimental class has shown no significant difference in terms of learning outcome. 4. Based on the scores of two mid-term exams, the comparison between the experimental group with implementation of the action learning method and the control group with the general teaching method has suggested no significant differences in the learning outcomes between the two groups of students. Finally, based on the research results, the study proposed action learning into the teaching of higher vocational mathematics and the suggestions of future research is put forward for the teaching practice and the future research.第一章 緒 論 ........................................................... 1 第一節 研究背景與動機 ................................................ 1 第二節 研究目的與問題 ................................................ 3 第三節 名詞釋義 ...................................................... 4 第四節 研究範圍與限制 ............................................... 10 第二章 文獻探討 ....................................................... 11 第一節 從數位學習到行動學習的發展.................................... 11 第二節 行動學習的現況與發展趨勢...................................... 16 第三節 行動學習融入教學之理論與實施策略.............................. 19 第四節 行動學習對於學習成效之影響與省思.............................. 21 第三章 研究方法與實施 ................................................. 27 第一節 研究方法與架構 ............................................... 27 第二節 研究場域與研究參與者 ......................................... 34 第三節 行動學習融入教學的行動方案.................................... 39 第四節 研究工具與資料蒐集............................................ 43 第五節 資料編碼分析.. ............................................... 45 第四章 研究結果與討論 ................................................. 47 第一節 行動學習融入高職數學之課程設計與教學歷程 ..................... 47 第二節 行動學習教學法對學生數學學習成就影響 ......................... 62 第三節 行動學習教學法對學生數學學習態度影響...........................66 第五章 結論與建議 .................................................... .71 第一節 結論 ........................................................ .71 第二節 建議 ........................................................ .73 參考文獻 ............................................................. .74 壹、中文部分 ........................................................ .74 貳、英文部分.......................................................... 76 附錄 ................................................................. .80 附錄一：數學學習態度量表............................................. 80 附錄二：行動學習融入高職數學一年級課程問卷 .......................... 82 附錄三：教師訪談大綱 ..... .......................................... 84 附錄四：行動學習單元測驗 ............................................ 8