隨著教育大環境的改變，資訊融入課程已是各國趨勢，教師們會提供更多方式，協助學生達到學習成效，提升學習動機。 研究者在小學任教時，也採用過多種教育平臺，發現國小學童普遍對數學較沒信心，且若從小基礎沒打好，往後也容易有學習低成就的情況發生，到中、高年級才補救，需要花很大的心力與時間才能跟上之前的學習，因此，希望能從國小低年級就幫學生打好數學底子。 本論文旨在探討國小二年級學生在教師教學的基礎下，適時融入教育部因材網教育平臺，結合ICT教學、自主學習及漸進式探究教學等方式進行學習後，觀察學生的學習成效及態度的變化情形。 根據此教學方式，研究者深入探討: 一、探討因材網融入教學後，二年級學生數學領域「數與量」主題成效。二、探討因材網融入教學後，二年級學生數學領域「幾何」主題成效。三、探討學童長期使用教育平臺融入數學課程教學後之態度與接受度。 目前我國對低年級數學領域的研究論文並不多，本研究提供教育部因材網教育平臺使用心得及教師教學自我成長的歷程，研究結果可以提供具體建議，給後續研究者做參考。 With the changing landscape of education, the integration of information technology into the curriculum has become a global trend. Teachers are providing more diverse approaches to assist students in achieving better learning outcomes and enhancing their motivation to learn. As a researcher who has taught in elementary schools, I have used various educational platforms and observed that primary school children generally lack confidence in mathematics. If their foundational skills are not well-established from an early age, they are more likely to experience low academic achievement, necessitating significant effort and time for remediation in later grades. Therefore, I hope to help students build a strong mathematical foundation from an early stage. This thesis aims to investigate the learning outcomes and attitudinal changes of second-grade students in primary schools after incorporating the Ministry of Education's personalized learning platform, combined with ICT teaching, self-directed learning, and progressive inquiry-based instruction, into the regular teaching process. Based on this instructional approach, I will delve into the following research areas:Investigating the effectiveness of integrating the personalized learning platform into the "Number and Quantity" domain of mathematics for second-grade students.Exploring the effectiveness of integrating the personalized learning platform into the "Geometry" domain of mathematics for second-grade students.Examining the attitudes and receptiveness of students after long-term use of the educational platform for mathematics instruction. Currently, there is a limited number of research papers on mathematics education in lower grades in our country. This study will provide insights into the practical use of the Ministry of Education's personalized learning platform and the professional growth of teachers in their instructional practices. The research findings will offer concrete recommendations for future researchers in this field.
