[[alternative]]A study on the learning efficiency by Computer Assisted Instruction in Primary School for remote areas--An example for Mathematics in high grade

[[abstract]] 本研究主要在探討資訊融入教學對偏遠地區學生對數學科分數單元學習態度與學習成就之影響，並探討實驗組性別對數學科學習態度與分數單元學習成就之影響，以及教師在實施資訊融入教學時所遭遇到的問題以及解決的方式。 本研究採準實驗研究，獲致下列各項結論：一、接受資訊科技融入數學科教學的學生，其學習成就與傳統課堂式教學組的學生並無顯著差異。 二、接受資訊科技融入數學科教學的學生，其數學學習態度在「數學探究動機」、「數學有用性」的表現與接受實驗之後的數學態度有顯著的差異。 三、研究結果顯示在資訊科技融入數學科教學的實驗介入下，男生與女生的數學科分數領域學習成就並沒有顯著差異。 四、教師在資訊融入教學實驗中，本次實驗教師所遇到的問題及解決方式如下: (一)、資訊融入式的教學準備工作需與學校行政單位相互配合，可設置網路預約教學器材的功能，方能發揮教學成效。 (二)、資訊融入式的教學使教學較缺乏互動性時，可請學生上台以角色扮演的方式，擔任小老師教授或針對固定的教學目標進行模擬教學活動，老師可從旁指導，讓學生從做中學獲得學習成效。 (三)、資訊融入式的教學轉移學生的主要學習目標時，宜採用搶答性的競賽，同一時間開始搶答，並給予答對者適當的獎勵。 五、對實施資訊科技融入數學科教學大部份學生對教師以資訊融入式的教學，給予正向的肯定。而資訊科技融入教學的方式改變他們對數學課程原有的看法。學生喜歡以資訊融入式的教學方式來上數學，並且也希望能推展到其它的單元及科目。[[abstract]] This study is to explore the influence of Computer Assisted Instruction on the learning attitude and performance among the high grade sutdents in remote areas for the concept of ＂fraction＂ in mathematics. The research further studies the influence of gender in the experimental groups. Problems faced by the teachers during by Computer Assisted Instruction into teaching activities and the associated resolutions are also documented. The experimental research method was used in this study, and the conclusion of this research is as following:1.There exhibits no significant difference on the learning performance between the students who received instructions with Computer Assisted Instruction and those who received classroom instructions.2.The learning attitude as reflected in the performance of＂Motivation for inquiry mathematics＂and＂Usefulness of mathematics＂are significantly different between the students who received instructions with Computer Assisted Instruction and those who received classroom instructions.3.The research result shows that with Computer Assisted Instruction to the classroom, the learning performance in the area of mathematical fraction for both boy and girl students did not have a significant difference.4.Problems faced by the teachers during Computer Assisted Instruction into teaching activities and the associated resolutions are as following:(1) The teacher cannot prepare for the instructions with Computer Assisted Instruction alone. He needs supporting by the school administration staff and teaching aids can be set to function online booking, can only play the effectiveness of teaching.(2) Computer Assisted Instruction are less flexible, they can ask the students to stage Role-playing approach, as a professor or a teacher teaching objectives for fixed into line simulation of teaching activities, teachers can teach to students from doing a school learning effectiveness.(3) In the Computer Assisted Instruction,competition games among the whole class can be used when the students lost their primary learning objects. At that time we enhance their learning by rewarding the top game performers.5.Most students who received Computer Assisted Instruction have positive feedback toward the teacher who provided the instructions.Computer Assisted Instruction change their perspective toward mathematics.Statistically, students prefer the instructions with Computer Assisted Instruction for learning mathematics, and wish that such method can be bring to other subjects