The Learning Effectiveness of Demonstration Teaching on Junior High Students- With the Magnetic Effects of Current and the Electromagnetic Lnduction as an Example

• Main Author: 林宣安
• Other Authors: 楊淳青
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/62795187970517877432

碩士 === 國立彰化師範大學 === 物理學系 === 99 === The study pertains to an action study that investigate the demonstration-infused teaching, teachers to use in the Magnetic Effects of Current and the Electromagnetic Induction of junior high school. Scope of the study is to develop teaching-aids and teaching-process, the difficulties encountered and the solutions, completed in teaching, “the demonstration-infused as the main body of the electromagnetic supplementary materials", the examination of student learning and student acceptance of this material. This study is divided into three phases, the first phase is based on literature and the researchers own experience to develop the use of electromagnetism for class presentation aids, and the second phase is to prepared the demonstration-infused as the main body of the electromagnetic supplementary materials with teaching-aids and experimental demonstration. The third phase is the use of junior high school students that the researcher taught, with the school normal teaching progress to teach the concept of electromagnetism, and make preliminary analysis of learning outcomes. The study tools that the experiment adopted include: teaching-aids required to produce demonstration, teacher non-structured interviews, semi-structured student interviews, the demonstration-infused as the main body of the electromagnetic supplementary materials and learning syllabus. The data analysis primarily adopted the qualitative analysis, and was further supported by quantitative analysis in an attempt to showcase all pertinent findings of the entire action study. Key findings of the study are as follows: 1. Teacher should pay attention when using presentation aids present results and time control, and to advance plans for teachers and the students observe the process. 2. More time-consuming production of teaching-aids, suggests that teachers can start with a simple project started, some relatively simple production of teaching-aids, such as the coil is recommended for students to help create not only teachers can alleviate the burden, but also allows students to more participation. 3. Some students observe the demonstration experiment, it is hoped to have more hands-on opportunities, suggests that teachers can be non-dangerous aids to remain in class, kept by a person, so that more interested in the students spare time operation. If enough time, teachers can also convert the materials into the experiment that students can hand on. 4. In learning yield, student achievement scores are better than the whole school, so we can see that this teaching strategies and materials should have some effect. 5. Because of more variable in the teaching class. Before the teaching, suggests that teachers must test the teaching-aids and experiment results, and to remind students to be the focus of observation. 6. In visits to teachers and students to experiment to teaching effectiveness, teachers and students of knowledge expected there is a difference, the proportion of students cognition is far less than the teachers, probably due to some students itself the subject aptitude, academic achievement, family background, teaching materials, teaching methodologies, school policies (whether attention to the subject) and others have a close relationship, whether it is causal, which merit further studies.