脈絡整合對三角形三心學習成效之研究

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脉络整合对三角形三心学习成效之研究

Effects of Context Integration on Circumcenter, Incenter and Centroid of a Triangle

翁敏杰 , 硕士　　导师：陈明璋　　

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认知负荷；多媒体教学；三角形三心； Cognitive Load ； Multimedia Teaching ； Circumcenter ； Incentre ； Centroid

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摘要 │ 参考文献 (36) │ 国际计量

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Abstract
This study was mainly employed by digital tools. In order to explore the learners’ learning achievements and the differences of their cognitive load, we adopted a teaching research about the unit “Circumcenter, Incenter and Centroid of Triangle” in Grade 1-9 Curriculum of mathematics. This was a quasi-experiment study by using Microsoft PowerPoint assisted with AMA (Activate Mind and Attention). The experimental group, based on the Cognitive Load Theory and adopted context integration model to teach .The control group, based on the narrative context of the textbook and adopted knowledge-oriented model to teach. The major results of this study are as following：
1.    Aspects of students’ learning achievements：
(1)    There was significant difference between the pre-test and post-test scores of the experimental group and the control group on the Mathematical Learning Achievement Test. It might refer that both of the teaching materials were able to reach the purpose of effective teaching.
(2)    There was no significant difference between the experimental group and the control group in the post-test. However, there was significant difference in the delayed post-test. Through the design of the task- oriented teaching environment, it was helped to expand cognitive schemas.
2.    Aspects of the cognitive load：
(1)    Through the teaching materials of cognitive load theory, it illustrates that we can increase students’ learning willingness and elevates the level of understanding; even reduce the loss of their spirit and the learning difficulties.
(2)    There was no significant difference between the experimental group and the control group in the cognitive load. An appropriate teaching materials can reduce the cognitive load, it is not affected by the teaching context.
(3)    Because of the task-oriented model used in the experimental group, the learners engaged in their learning more to increase the effective cognitive load and focused on their learning.

参考文献 ( 36 ) 〈TOP〉

Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
连结：
Chandler, P., & Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8(4), 293-332.
连结：
Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning : evidence-based guidelines to manage cognitive load. San Francisco,CA: Pfeiffer.
连结：
Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79(4), 347-362.
连结：
Davis, E. A., & Miyake, N. (2004). Explorations of scaffolding in complex classroom systems. The journal of the learning sciences, 13(3), 265-272.
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使用DOI作为永久连结

引用含有DOI的文献

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。 如想对DOI的使用与概念有进一步了解，请参考 （ ） 。

DOI可强化引用精确性、增强学术圈连结，并给予使用者跨平台的良好使用经验，目前在全世界已有超过五千万个对象申请DOI。如想对DOI的使用与概念有进一步了解，请参考（）。