本研究探討兩套體積電子教材對五年級兒童解決體積問題能力之影響。研究對象取自臺北市兩所公立小學各兩班五年級兒童（N=108），各校的兩班分別被隨機分派一班為動態幾何軟體應用之幾何融入體積課程組（實驗組，n=55）；另一班為無動態幾何軟體融入體積課程組（對照組，n=53）。研究結果顯示：實驗組於後測的整體表現優於對照組，此現象亦呈顯在體積意義說明題、體積比較題及綜合應用問題共三個分測驗的解題表現。實驗組與對照組受訪者皆有高人次指出從教材學到：體積的計算與公式、體積比較、體積單位與堆疊，且認為所習得的概念對解決體積問題有幫助；實驗組比對照組有較多人次指出學到立方體的性質與特徵、體積意義及圖形動態展示，此學習差異亦反映不同教材的特徵與差異。根據研究結果，本研究提出強化兒童解決體積問題能力的課程與教學建議。

This study examined the effectiveness of two sets of electronic instruction materials used to teach children how to solve volume measurement problems. Two fifth-grade classes (N=108) were recruited respectively from two public elementary schools in Taipei, Taiwan. The two classes in each participating school were randomly assigned to two conditions: (a) the experimental-condition in which the dynamic geometry software-based approach with geometry-and-volume-measurement curriculum was given (n=55); (b) the control-condition in which the volume measurement curriculum without dynamic geometry software-based approach was provided (n=53). Findings show that the experimental-group outperformed the control-group in overall scores on the posttest and the scores on the three subscales, including explaining the meaning of volume, volume comparison, and reasoning-and-application. The interview data also demonstrated that the interviewees from the experimental-group more frequently acquired the characteristics of rectangular solids, the meaning of volume, and exhibitions of dynamic figures than those from the control-group. The distinctiveness between the two sets of curricula may show differences in learning outcomes between the two groups. The implications of the study and suggestions for enhancing children’s ability to solve volume measurement problems are discussed.

三維空間幾何概念;體積公式;體積測量

three-dimensional spatial geometry; formula for volume measurement; volume measurement