| Summary: | 碩士 === 大葉大學 === 資訊管理學系碩士班 === 104 === To imrove mathematics teaching, in this study, we investigated how the flash-animation-incorporated instructionof mathematics effected the learning achievements or learning attitude of junior high school students.
This studyprovided the quasi-experimental design, which the experimental subjects were 48 students in ninth grade, distributing two classes from a given junior high schoolin Hsinchu, and six weeks as an experimental period; we employed the animation-incorporated instruction as the treatment group, and conventional instruction as control group; the research tool includethe achievement test of similar figure unit, table of learing achievement, feedback form, interview recording. This study had the following conclusions:
1.There was no significant influence of learning achievement for instruction of flash-animation-incorporated teaching.
2.Among all score group of subjects, there was no obvious difference for improving learning achievement between flash-animation-incorporated instruction and conventional instruction.
3.The learning attitude of subjects was significantly bolstered by flash-animation-incorporated instruction.
4.The learning attitude of subjects was significantly bolstered by flash-animation-incorporated instruction amoung all score group of students.
5.Most subjects showed their positive attitude toward mathematics learning after introducing flash-animation-incorporated instruction.
Key words: geometry, flash-animation, learning attitude for mathematics, learning achievement of mathematics.
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