• 作者： 尹玫君
• 作者服務機構： 臺南師範學院初等教育系
• 中文摘要： 本研究以臺南縣一所國小五年級四個班級學生共174名為研究樣本，隨機抽取二個班級的學生共88名為實驗組，接受電腦輔助教學；二個班級的學生共86名為控制組，接受傳統式教學，以比較利用電腦進行課後輔導的電腦輔助教學與接受利用評量及講解的方式進行課後輔導的傳統學對不同場地獨立性及制握信念的國小兒童之數學成就的影響，並期了解學生在接受不同實驗處理後，數學態度及電腦態度的差異情形及國小學生是否願意採用CAI來進行學習。 研究結果顯示場地獨立性和實驗處理之主要效果均未達顯著水準，但二者有交互作用，場地依賴型學生較適合電腦輔助教學，場地獨立型學生則適合傳統式教學。而制握信念和實驗處理之主要效果、交互作用則均未達顯著水準。此外，實驗組與控制組學生在數學態度上的差異亦未達顯著水準。但實驗組學生的電腦態度顯著優於控制組學生的電腦態度。實驗結束後，實驗組的學生對電腦輔助教學多持正向、積極的態度。 本研究並針對教育行政當局、學校、教師及未來進一步的研究分別提出建議，以期達成因材施教的目標。
• 英文摘要： The purposes of this study were (1) to compare the mathematics achievements ofstudents using computer-assisted instruction as well as traditional instruction; (2) to com-pare the relationships between student, achievement, cognitive styles,locus of control,andteaching strategies; (3) to compare student attitude concerning mathematics and computersand (4) to determine the students’attitudes as to degree of acceptance of the computer-assisted instruction. The sample comprised 174 5th grade students in total. Among them, eighty-eightstudents accepted two hours of computer-assisted instruction after they had finished unitinstruction,and the other eight-six students accepted two hours traditional testing/explana-tion instruction after they had finished unit instruction. The results revealed that there were no significant differences in mathematics achieve-ment and attitude,in different cognitive styles, or in locus of control while using differentteaching strategies. There was an interaction between cognitive styles and teachingstrategies,and a significant difference existed in computer attitude on teaching strategies.It was noted that students showed a positive attitude towardscomputer-assisted instruction.This study proposed more suggestions for educational authorities, schools and teachers.
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