本研究旨在以建構理論之精神，設計不同的電腦輔助學習軟體作為研究工具，藉以探討國小四年級學生以不同的電腦輔助學習模式進行兩階段（一般學習、補救教學）的準實驗在學習成就上的差異情形。經量化統計分析得知： (1)接受「遊戲式概念改變」模式的學習成就表現顯著優於「引導式表徵陳述」電腦輔助學習模式。(2)不同的受試者對於電腦輔助學習的態度皆呈現較為正向的學習態度。(3)經由「引導式表徵陳述」模式學習後仍為低數學成就學生，接受「先測驗後決定是否學習」補救教學策略的受試者在分數概念學習成就表現具有顯著成效。 The purpose of this research tried to understand the effect of using the different courseware design methodology in mathematic learning. Based on the constructivism and the different courseware design methodology, two type of mathematic learning courseware were designed as research tools in the study. The subjects were two fourth-grade classs (N=34 & N=33).Two sections(normal and remedy learning) of the research experiment were at the study. The quantitative quasi-experiment with covariance analysis and t-test was used in the research. Several conclusions were as follow. (1)Low-mathematics-achievement students had better performance in fraction after using “gaming conceptual change” than using “guided representative description.”(2)No matter which computer-assisted learning model was adopted, subjects’ learning attitude had no significant difference statistically. Both groups presented more positive learning attitude.(3)There are significant effects on students categorized as low-mathematics-achievement after aided “guided representative description” model in the wake of the remediable teaching strategy, “test-first-study-later.”
