本研究之目的在探討運用智慧教室結合「問題本位學習」（Problem-Based Learning,PBL）教學模式對國小學生數學學習動機與學習成效之影響。本研究採準實驗研究法，以臺中市某國小三年級的二個班級為研究對象，分成實驗組（22人）與對照組（21人）分別實施運用智慧教室結合PBL模式與PBL模式進行數學領域教學。本研究為期六週，共18堂課；教學前、後並以「數學學習動機量表」與「數學學習成就測驗」進行評測。再根據所得之資料做量化分析，以了解實驗進行前後，實驗組與對照組學生的學習動機與學習成效是否有所差異。另外輔以質性資料，同時從學生與教師的角度出發來探討其意見與省思，期許能更進一步深入瞭解在運用智慧教室結合PBL模式融入數學領域教學後，對學生數學學習動機與學習成效的影響，並做為教師未來在精進教學之思考方向。研究結論如下：一、運用智慧教室結合PBL模式融入數學領域教學後，實驗組學生的學習動機有 顯著之提升。二、運用智慧教室結合PBL模式融入數學領域教學後，實驗組學生的學習成效優 於對照組學生。三、運用智慧教室結合PBL模式融入數學領域教學後，多數學生給予正向回饋； 而教師亦抱持肯定評價。最後，根據研究結果提出建議與改進方針，作為其他教師之參考。關鍵詞：資訊融入教學、智慧教室、問題本位學習 The purpose of this study was to explore the impact of Problem-Based Learning (PBL) within SMART School on mathematics learning motivation and achievement for elememtary school students. Two third-grade classes of students from one elementary school in Taichung city were selected to be the research samples, which were divided into the experimental group (n=22) and the control group (n=21). PBL was used to be instruction model for the experimental group within SMART School while the control group adopted regular lecture instruction. The study lasted for 6 weeks and 40 class sessions were included. Two research instruments – Scale of Mathematics Learning Motivation and Mathematics Learning Achievement Test were employed before and after teaching for two groups of students. After experimental teaching, the quantitative data was analyzed by using ANCOVA statistical technique analyze the differences between experimental group and control group. Besides, some students were arranged to have interview and the teacher recordeded the reflection journals from herself to understand their thoughts about PBL within SMART School on mathematics learning motivation and achievement. The conclusions were summarized as follows:1. After receiving PBL lecture within SMART School, students' learning motivation of the experimental group was significantly upgraded.2. After receiving PBL lecture within SMART School, students' academic achievement of the experimental group was better than the control group. 3. After receiving PBL lecture within SMART School, most of the students and the teacher had positive feedback.Based on the results above, researcher raise suggestions to teachers for future research.Keywords: integrating information technology into instruction, SMART School, Problem-Based Learning
